ABSTRACT

This paper explores the hyper-performative expectations of early career teachers (ECTs) in the context of neoliberal education assemblages. The need to support and retain beginning teachers is a salient issue in the context of troubling rates of teacher attrition. The study explores how ECTs perceive teacher identities in response to national standards. Our research revealed that ECTs held concerning conceptions of ‘quality teaching’ that are largely constructed through discourses of competition and job insecurity. ECT subjectivities were heavily influenced excessive extra-curricular hours, high-stress environments, and performative school cultures. This paper concludes that hyper-performative expectations of ECTs and insecure patterns of employment contribute to teacher attrition.

摘要

本文探讨了新自由主义教育组合背景下早期职业教师 (ECT) 的超绩效期望。在令人不安的教师流失率背景下，支持和留住新手教师的需求是一个突出问题。该研究探讨了 ECTs 如何根据国家标准感知教师身份。我们的研究表明，ECTs 持有关于“优质教学”的概念，这些概念主要是通过竞争和工作不安全的话语构建的。ECT 主观性受到过度课外时间、高压力环境和表演性学校文化的严重影响。本文得出结论，对 ECT 的超高绩效期望和不安全的就业模式会导致教师流失。