Teaching inside the glass cage

Becoming formalised only in 2000 (Mahoney and Hextall, 2001), the performance management of teachers has intensified dramatically. Where once teacher effectiveness was judged upon classroom observations during internal inspection weeks and exam results, now the means by which teachers are judged have multiplied. But performance management in schools has not developed in isolation, it has […]

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Creating a Profession of Master and Doctoral Educators with IPDA

Over the past 50 years my professional learning as a teacher and educator, in secondary schools and University Departments of Education in England, can be understood as a process of creative compliance in responding to my experience of being a living contradiction in pressures from a neoliberal policy framework and managerialism. In this response I […]

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Teacher Inquiry: Proactive Professionalism in the Age of Accountability

Are teachers in England becoming mere technicians whose role is to ‘deliver’ the curriculum using ‘evidence-based best practice’? Commentators such as Stephen Ball have argued strongly that this is the direction of travel (2010). I feel more optimistic about the collective agency, power and professionalism of teachers. I reckon in England they have pushed back […]

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