ABSTRACT

This paper explores how trust in teacher professional judgment has been reconstituted through the globalised trends of performative accountability and reductive data-driven logics. The article draws upon empirical research from interviews with teachers and school leaders as well as observations of teacher preparation days, classroom and staff professional learning communities (PLCs), as part of a larger study of schooling practices in two geographically and contextually bound Queensland public schools. The paper focuses attention upon the socio-political, material-economic and cultural-discursive conditions inscribed in how data are currently understood and deployed, and how these conditions constrain trust in teachers, devaluing teachers’ own professional judgment. Specifically, we flag how the practices and conditions that constrained trust were manifest in a) pressures to ensure teachers generated and collected data on an ongoing basis to substantiate their claims about student learning, and b) a perceived mistrust amongst parents and a subsequent need to justify decision-making on the basis of ‘hard evidence’.

摘要

本文探讨了如何通过执行问责制和还原数据驱动逻辑的全球化趋势来重建对教师专业判断的信任。本文借鉴了对教师和学校领导的访谈的实证研究，以及对教师准备日、课堂和教职员工专业学习社区 (PLC) 的观察，作为对昆士兰两所地理和环境相关的公立学校的教育实践进行更大规模研究的一部分. 本文重点关注当前如何理解和部署数据所涉及的社会政治、物质经济和文化话语条件，以及这些条件如何限制对教师的信任，贬低教师自身的专业判断力。具体来说，