ABSTRACT

Little is known about the way that teachers cope with the formalisation of professional inquiry in New Zealand. Despite its systemic implementation as an accountability-driven initiative to improve the quality of education, there are varied interpretations and enactments of professional inquiry. In this article, we will explore one teacher’s interpretation of these variations. Through a narrative lens, we will illuminate personal and contextual challenges that this teacher considered amidst the pressures of accountability. We will explicate how an internal, culturally bound sense of accountability can be juxtaposed alongside an external, policy-linked view of accountability. This juxtaposition illuminates how teachers may make sense of and legitimise the need for teaching accountability. The insights gleaned can aid educational researchers, school leaders and policymakers to better understand how teachers attach purpose and value to external accountability measures.

摘要

关于教师如何应对新西兰专业探究的正规化，人们知之甚少。尽管将其作为一项以问责制驱动的举措来提高教育质量的系统性实施，但对专业探究有不同的解释和制定。在本文中，我们将探讨一位老师对这些变化的解释。通过叙述的镜头，我们将阐明这位老师在问责压力下考虑的个人和背景挑战。我们将解释如何将内部的、受文化约束的责任感与外部的、与政策相关的责任观并列。这种并列说明了教师如何理解和合法化教学问责制的需要。收集到的见解可以帮助教育研究人员，