Current conceptions of accountability imply that, in order for teachers to be able to hold themselves to account, they need first to have cultivated certain ‘professional dispositions’. But these conceptions fail to acknowledge the extent to which teachers are first and foremost accountable ‘as such’. For the early existentialist thought of the philosopher Jean‐Paul Sartre, this relates to a kind of responsibility premised on the ways in which we are always and inevitably responding to the world in which we find ourselves (with others). In this paper, I offer a reconceptualisation of teacher accountability in light of this, one that recognises implicit responses in classroom situations as underpinned by the subjectivity of those who bring these situations to light—often in subtle and immeasurable ways.

中文翻译：

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回应与责任：对教育问责制的重新思考

当前的问责制概念意味着，为了使教师能够对自己负责，他们首先需要培养某些“职业倾向”。但是，这些概念未能承认教师首先对“如此”负责的程度。对于哲学家让·保罗·萨特（Jean-Paul Sartre）的早期存在主义思想而言，这涉及一种责任，这种责任建立在我们始终（不可避免地）对自己（与他人）所处世界的回应中。在本文中，我鉴于此提出了教师问责制的重新概念化，它认识到课堂情况下的隐性响应是由那些将这些情况揭示出来的人的主观性（通常以微妙而无法衡量的方式）所支撑的。