ABSTRACT

The recasting of accountability in teaching and teacher education as a problem of impact across many countries has seen a proliferation of policies and strategies that datify the work of students and teachers. The enactment of such policies can be interrogated from the perspectives of multiple policy actors to understand the effects of the ‘impact agenda’. We use the conceptual framing of policy enactment along with discourse analysis to investigate the interpretations and negotiations of the impact agenda by twenty teachers, principals, teacher educators, regulators and policymakers from across Australia. Ten discourses were evident across interpretive, material and discursive aspects of policy enactment. Key findings include a real tension between holistic views of impact and reductive views that rely on data analytics, as well as standardisation versus the importance of accounting for the contextual conditions that influence learning and teaching. We argue that educators must be positioned as key policy actors in driving the way impact is understood and measured.

摘要

将教学和教师教育中的问责制重新定义为对许多国家产生影响的问题已经看到了使学生和教师的工作日趋成熟的政策和战略的扩散。可以从多个政策参与者的角度审视此类政策的制定，以了解“影响议程”的影响。我们使用政策制定的概念框架和话语分析来调查来自澳大利亚各地的 20 名教师、校长、教师教育工作者、监管机构和政策制定者对影响议程的解释和谈判。在政策制定的解释性、物质性和话语性方面，有十种论述很明显。主要发现包括影响的整体观点和依赖数据分析的简化观点之间的真正紧张关系，以及标准化与考虑影响学习和教学的环境条件的重要性。我们认为，在推动理解和衡量影响的方式方面，教育工作者必须被定位为关键的政策参与者。