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
License
File Access Level
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
Permalink -

https://repository.uel.ac.uk/item/8xvz0

Download files


Publisher's version
rite-may-2022-mcwhinney-tripp.pdf
License: All rights reserved
File access level: Anyone

Explore this article

Explore this article

Editorial
Czerniawski, G. 2022. Editorial. Research in Teacher Education. 12 (1), p. 5. https://doi.org/10.15123/uel.8xvyq
Encouraging critical thinking and meaningful engagement in asynchronous discussion forums
Byrne, F. 2022. Encouraging critical thinking and meaningful engagement in asynchronous discussion forums. Research in Teacher Education. 12 (1), pp. 6-11. https://doi.org/10.15123/uel.8xvyv
Teacher perceptions of mental health provision in secondary schools during the Covid-19 pandemic
Doyle, M. and Thomas, M. 2022. Teacher perceptions of mental health provision in secondary schools during the Covid-19 pandemic. Research in Teacher Education. 12 (1), pp. 12-19. https://doi.org/10.15123/uel.8xvyw
Embrace unashamedly the therapeutic qualities and benefits of youth work to young people and communities
Trimmer-Platman, T. 2022. Embrace unashamedly the therapeutic qualities and benefits of youth work to young people and communities. Research in Teacher Education. 12 (1), pp. 20-23. https://doi.org/10.15123/uel.8xvyx
Banana fibres and oil cans: constructing pedagogical understandings of creativity through childhood play memories in a Ugandan context
Beigi, R. 2022. Banana fibres and oil cans: constructing pedagogical understandings of creativity through childhood play memories in a Ugandan context. Research in Teacher Education. 12 (1), pp. 24-28. https://doi.org/10.15123/uel.8xqx5
Rigour in teacher education revisited: a Freirean mark of creative freedom
Humphreys, H. 2022. Rigour in teacher education revisited: a Freirean mark of creative freedom. Research in Teacher Education. 12 (1), pp. 29-34. https://doi.org/10.15123/uel.8xvyy
Preparing social work students for practice by involving young people with profound and multiple learning disabilities in teaching and learning
Kwiatkowska, G. and Stowell, K. 2022. Preparing social work students for practice by involving young people with profound and multiple learning disabilities in teaching and learning. Research in Teacher Education. 12 (1), pp. 35-40. https://doi.org/10.15123/uel.8xvyz
Teachers developing research-informed practice in the post-truth world
Boyd, P. 2022. Teachers developing research-informed practice in the post-truth world. Research in Teacher Education. 12 (1), pp. 47-52. https://doi.org/10.15123/uel.8xvz1
  • 15
    total views
  • 7
    total downloads
  • 2
    views this month
  • 4
    downloads this month

Export as

Related outputs

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