ABSTRACT

This article explores how inservice teachers articulate and challenge notions of effective teaching as part of an environment of high-stakes teacher evaluation (HSTE) in Tennessee. Drawing on data from public forum speeches at school board meetings, policy documents, and interviews, we used thematic discourse analysis to investigate how teacher effectiveness is discursively constructed by teachers. Findings demonstrate how participants drew upon competing definitions of effective teaching to build a discursive case for potential areas for improvement regarding the observation of teaching as part of HSTE policies. Because measures of teacher performance are an issue of much debate in the United States, teachers’ descriptions of the relationships between teaching evaluations, observations, professional development, and student learning are critical to understanding how to develop effective procedures for observation and evaluation. Implications for developing evaluation informed by teachers’ experiences are discussed.

摘要

本文探讨了在职教师如何表达和挑战有效教学的概念，以此作为田纳西州高风险教师评估（HSTE）环境的一部分。根据学校董事会会议，政策文件和访谈中公共论坛演讲的数据，我们使用主题话语分析来研究教师如何以话语方式构建教师的效能。研究结果表明，参与者如何借鉴有效教学的相互竞争的定义，为作为HSTE政策一部分的对教学的观察建立潜在的有待改进领域的论据。由于教师表现的衡量标准在美国引起了很多争论，因此教师对教学评估，观察，专业发展，和学生学习对于理解如何制定有效的观察和评估程序至关重要。讨论了根据教师的经验进行评估的含义。