National Improvement Framework and teacher identity: a (re)turn to performativity in Scotland?

Article


Mcwhinney-Tripp, J. 2022. National Improvement Framework and teacher identity: a (re)turn to performativity in Scotland? Research in Teacher Education. 12 (1), pp. 41-46. https://doi.org/10.15123/uel.8xvz0
AuthorsMcwhinney-Tripp, J.
Abstract

To inform policy aimed at reducing the attainment gap between the most and least advantaged children, the Scottish Government reintroduced standardised national tests in 2017 as a core element of the National Improvement Framework (NIF). While standardised assessment can provide valuable information to enable policy formation, when used within a performative culture for accountability and control purposes it can alter the meaning and purposes of education and teaching. This article explores performativity within the context of English schools in order to draw parallels with the Scottish context and forecast a potential future for Scotland's schools with particular attention to the impact of performativity on teacher identity.

JournalResearch in Teacher Education
Journal citation12 (1), pp. 41-46
ISSN2046-1240
2047-3818
Year2022
PublisherThe School of Education and Communities, University of East London
Publisher's version
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8xvz0
Web address (URL)https://uel.ac.uk/our-research/research-school-education-communities/research-teacher-education-volume-12-no-1-may-2022
Publication dates
PrintMay 2022
Publication process dates
Deposited21 May 2024
Copyright holder© 2022, The Author
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Research in Teacher Education: Volume 12, No. 1, May 2022
Czerniawski, G., Byrne, F., Doyle, M., Trimmer-Platman, T., Beigi, R., Humphreys, H., Kwiatkowska, G., Mcwhinney-Tripp, J., Boyd, P., Thomas, M. and Stowell, K. 2022. Research in Teacher Education: Volume 12, No. 1, May 2022. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8xvy9