Název: How to move beyond the trust–control dilemma? : What insight into the work of educational standards might have to offer
Zdrojový dokument: Studia paedagogica. 2017, roč. 22, č. 2, s. [33]-51
Rozsah
[33]-51
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2017-2-3
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/136519
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Debates on educational standards often take the form of an either–or discussion. Either they are seen as an instrument that enhances educational quality and transparency, or they are criticized for such adverse effects as deprofessionalization, fragmentation, and reductionism. In this article, we try to move beyond this dilemma by shifting the focus away from what standards are (their content) or what they are for (their goal or intentions) and toward a detailed study of what standards do in particular settings. Building on a case study of the Flemish teacher career profile "in action" (Ceulemans, 2015; Latour, 1987), we present six mechanisms for standardizing work. First, for standards to have an effect, they need a specific type of user (as otherwise they are just a piece of paper no one cares about). Second, the more a standard allows for versatile use, the more powerful its effect will be. Third, once people identify with a standard in what they say and do, its effect tends to go unnoticed, which, fourth, often implies a shift in control between the standard and its user(s). Fifth, the capacity to control lies within (those working with) the standard, not in the hands of those behind the standard. Sixth, building on the fifth, what a standard does depends on what and who it relates to. If we want to grasp educational standards and what they do in education, therefore, we have to know more about how exactly they come to work. Opening the black box of educational standards, we argue, makes it possible to repeatedly discuss which role(s) standards (are to) play in education, whether these standards do what those working with them—teachers, school principals, teacher educators, educational researchers, experts, and policymakers—expect them to do, and, if not, how their working conditions need to be altered.
Reference
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[22] Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership and function. Experiences from the Netherlands. European Journal of Teacher Education, 31(2), 135–149. | DOI 10.1080/02619760802000115
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[42] Simons, M. (2015). Governing education without reform: The power of the example. Discourse Studies in Cultural Politics of Education, 36(5), 712–731.
[43] Simons, M., & Kelchtermans, G. (2008). Teacher professionalism in Flemish policy on teacher education: A critical analysis of the Decree on teacher education (2006) in Flanders, Belgium. Teachers and Teaching: Theory and Practice, 14(4), 283–294.
[44] Simons, M., Kelchtermans, G., Leysen, J., & Vandenbroek, M. (2016). De actuele werking en doeltreffendheid van de eindtermen als beleidsinstrument in Vlaanderen. [The current functioning and efficacy of the attainment levels as a policy instrument in Flanders]. Brussels: Ministry for Education and Training.
[45] Stone-Johnson, C. (2014). Parallel professionalism in an era of standardization. Teachers and Teaching: Theory and Practice, 20(1), 74–91.
[46] Storey, A. (2007). Cultural shifts in teaching: New workforce, new professionalism? The Curriculum Journal, 18(3), 253–270. | DOI 10.1080/09585170701589827
[47] Timmermans, S., & Berg, M. (1997). Standardization in action: Achieving local universality through medical protocols. Social Studies of Science, 27(2), 273–305. | DOI 10.1177/030631297027002003
[48] Timmermans, S., & Epstein, S. (2010). A world of standards but not a standard world: Toward a sociology of standards and standardization. Annual Review of Sociology, 36, 69–89. | DOI 10.1146/annurev.soc.012809.102629
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[2] Aelterman, A. (1999). Beroepsprofielen en basiscompetenties voor de leraar: Instrumenten in de kwaliteitszorg van overheid en opleiders. [Professional profiles and basic competencies for teachers: Instruments in the quality assurance of government and educators]. Informatie vernieuwing Onderwijs, 75(20), 18–28.
[3] Aelterman, A., Meysman, H., Troch, F., Vanlaer, O., & Verkens, A. (2008a). Een nieuw profiel voor de leraar secundair onderwijs. Hoe worden leraren daartoe gevormd? Informatiebrochure bij de invoering van het nieuwe beroepsprofiel en de basiscompetenties voor leraren. [A new profile for the secondary education teacher. How to train teachers? Information brochure on the introduction of the new professional profile and the basic competencies for teachers]. Brussels: Department for Education and Training.
[4] Aelterman, A., Meysman, H., Troch, F., Vanlaer, O., & Verkens, A. (2008b). Een nieuw profiel voor de leraar kleuteronderwijs en lager onderwijs. Hoe worden leraren daartoe gevormd? Informatiebrochure bij de invoering van het nieuwe beroepsprofiel en de basiscompetenties voor leraren. [A new profile for the nursery and primary education teacher. How to train teachers? Information brochure on the introduction of the new professional profile and the basic competencies for teachers]. Brussels: Department for Education and Training.
[5] Ball, J. B. (2003). The teacher's soul and the terrors of performativity. Journal of Educational Policy, 18(2), 215–228. | DOI 10.1080/0268093022000043065
[6] Biesta, G. (2007). Why 'what works' won't work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22. | DOI 10.1111/j.1741-5446.2006.00241.x
[7] Biesta, G. (2009). Education between accountability and responsibility. In M. Simons, M. Olssen, & M. A. Peters (Eds.), Re-reading education policies: A handbook studying the policy agenda of the 21st century (pp. 650–666). Rotterdam: Sense Publishers.
[8] Biesta, G. (2014). How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education. In R. Heilbronn & L. Foreman-Peck (Eds.), Philosophical perspectives on the future of teacher education (pp. 3–22). Oxford: Wiley Blackwell.
[9] Campozano Aviles, E., & Simons, M. (2013). To be accountable in neoliberal times: An exploration of educational policy in Ecuador. Policy Futures in Education, 11(1), 1–12.
[10] Ceulemans, C. (2015). Beroepsprofiel van de leraar als black box: Over de werking van onderwijsstandaarden. [The teacher's profile as black box: On the functioning of educational standards]. Antwerp: Garant.
[11] Ceulemans, C., Simons, M., & Struyf, E. (2012). Professional standards for teachers: How do they 'work'? An experiment in tracing standardisation in-the-making in teacher education. Pedagogy, Culture & Society, 20(1), 29–47. | DOI 10.1080/14681366.2012.649414
[12] Ceulemans, C., Simons, M., & Struyf, E. (2014). What, if anything, do standards do in education? Topological registrations of standardizing work in teacher education. European Educational Research Journal, 13(1), 73–88. | DOI 10.2304/eerj.2014.13.1.73
[13] Decuypere, M., Ceulemans, C., & Simons, M. (2014). Schools in the making: Mapping digital spaces of evidence. Journal of Education Policy, 29(5), 617–639. | DOI 10.1080/02680939.2013.865081
[14] Edwards, R. (2016). Competence-based education and the limitations of critique. International Journal of Training Research, 14(3), 244–255. | DOI 10.1080/14480220.2016.1254366
[15] European Commission. (2013). Supporting teacher competence development for better learning outcomes. Retrieved from http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf
[16] Fendler, L. (2009). Teacher professionalisation as a double-edged sword. In M. Simons, M. Olssen, & M. A. Peters (Eds.), Re-reading education policies: A handbook studying the policy agenda of the 21st century (pp. 771–788). Rotterdam: Sense Publishers.
[17] Flemish Interuniversity Council (VLIR), & Flemish Higher Education Council (VLHORA). (2009). Handleiding onderwijsvisitatie specifieke lerarenopleiding. [Manual educational inspection specific teacher training]. Brussels.
[18] Flemish University and Higher Education Council (VLUHR). (2012). De onderwijsvisitatie specifieke lerarenopleiding. [Educational inspection specific teacher training]. Brussels.
[19] Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151–182. | DOI 10.1080/713698714
[20] Kelchtermans, G. (2007). Macropolitics caught up in micropolitics. The case of the policy on quality control in Flanders. Journal of Education Policy, 22(4), 471–491. | DOI 10.1080/02680930701390669
[21] Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97. | DOI 10.1016/j.tate.2003.10.002
[22] Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: How to deal with complexity, ownership and function. Experiences from the Netherlands. European Journal of Teacher Education, 31(2), 135–149. | DOI 10.1080/02619760802000115
[23] Ladwig, J. G., & Gore, J. M. (2009). Re-reading the standards agenda. In M. Simons, M. Olssen, & M. A. Peters (Eds.), Re-reading education policies: A handbook studying the policy agenda of the 21st century (pp. 722–734). Rotterdam: Sense Publishers.
[24] Lampland, M., & Star, S. L. (Eds.). (2009). Standards and their stories. How quantifying, classifying, and formalizing practices shape everyday life. Ithaca: Cornell University Press.
[25] Larsen, M. A. (2010). Troubling the discourse of teacher centrality: A comparative perspective. Journal of Education Policy, 25(2), 207–231. | DOI 10.1080/02680930903428622
[26] Latour, B. (1987). Science in action. How to follow scientists and engineers through society. Cambridge: Harvard University Press.
[27] Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225–248. | DOI 10.1086/421123
[28] Latour, B. (2005). Reassembling the social. An introduction to Actor-Network Theory. Cambridge: Oxford University Press.
[29] Ministry of Education and Training. (2016). Concept note regarding the strengthening of teacher training. Brussels.
[30] Ministry of the Flemish Community. (1996). Explanatory statement of the Decree regarding teacher education and in-service training. Brussels: Department of Education and Training.
[31] Ministry of the Flemish Community. (1999). Explanatory statement of the Decree regarding the professional profiles of teachers and the resolution of the Flemish Government about the basic competencies of teachers. Brussels: Department of Education and Training.
[32] Ministry of the Flemish Community. (2006). Explanatory statement of the Decree regarding the professional profile of teachers and the resolution of the Flemish Government about the basic competencies of teachers. Brussels: Department of Education and Training.
[33] Ministry of the Flemish Community. (2007a). Annex to the 5 October 2007 Flemish Government Decree on the Teacher Career Profile. Brussels: Agency for Quality Assurance in Education and Training.
[34] Ministry of the Flemish Community. (2007b). Annex to the 5 October 2007 Flemish Government Decree on the basic competencies of teachers. Brussels: Agency for Quality Assurance in Education and Training.
[35] OECD. (2005). Attracting, developing and retaining effective teachers – final report: Teachers matter. Retrieved from www.oecd.org/edu/teacherpolicy
[36] Page, D. (2016). Understanding performance management in schools: A dialectical approach. International Journal of Educational Management, 30(2), 166–176.
[37] Penninckx, M., Vanhoof, J., De Maeyer, S., & Van Petegem, P. (2016). Enquiry into the side effects of school inspection in a 'low-stakes' inspection context. Research Papers in Education, 31(4), 1–21. | DOI 10.1080/02671522.2015.1076886
[38] Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149–161. | DOI 10.1080/02680930116819
[39] Sachs, J. (2003). Teacher Professional Standards: Controlling or developing teaching? Asia-Pacific Journal of Teacher Education, 9(2), 175–186.
[40] Schatzki, T. R. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park: The Pennsylvania State University Press.
[41] Simons, M. (2007). 'To be informed': Understanding the role of feedback information for Flemish/European policy. Journal of Education Policy, 22(5), 531–548. | DOI 10.1080/02680930701541725
[42] Simons, M. (2015). Governing education without reform: The power of the example. Discourse Studies in Cultural Politics of Education, 36(5), 712–731.
[43] Simons, M., & Kelchtermans, G. (2008). Teacher professionalism in Flemish policy on teacher education: A critical analysis of the Decree on teacher education (2006) in Flanders, Belgium. Teachers and Teaching: Theory and Practice, 14(4), 283–294.
[44] Simons, M., Kelchtermans, G., Leysen, J., & Vandenbroek, M. (2016). De actuele werking en doeltreffendheid van de eindtermen als beleidsinstrument in Vlaanderen. [The current functioning and efficacy of the attainment levels as a policy instrument in Flanders]. Brussels: Ministry for Education and Training.
[45] Stone-Johnson, C. (2014). Parallel professionalism in an era of standardization. Teachers and Teaching: Theory and Practice, 20(1), 74–91.
[46] Storey, A. (2007). Cultural shifts in teaching: New workforce, new professionalism? The Curriculum Journal, 18(3), 253–270. | DOI 10.1080/09585170701589827
[47] Timmermans, S., & Berg, M. (1997). Standardization in action: Achieving local universality through medical protocols. Social Studies of Science, 27(2), 273–305. | DOI 10.1177/030631297027002003
[48] Timmermans, S., & Epstein, S. (2010). A world of standards but not a standard world: Toward a sociology of standards and standardization. Annual Review of Sociology, 36, 69–89. | DOI 10.1146/annurev.soc.012809.102629
[49] Verckens, A., Simons, M., & Kelchtermans, G. (2010). Een kritische discoursanalyse van het onderwijstijdschrift Klasse: ontwikkelen van een analytisch kader. [A critical discourse analysis of the educational editorial Klasse: developing an analytical framework]. Pedagogische Studiën, 87(3), 183–201.