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
Authors | Mcwhinney-Tripp, J. |
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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. |
Journal | Research in Teacher Education |
Journal citation | 12 (1), pp. 41-46 |
ISSN | 2046-1240 |
2047-3818 | |
Year | 2022 |
Publisher | The 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 | |
May 2022 | |
Publication process dates | |
Deposited | 21 May 2024 |
Copyright holder | © 2022, The Author |
https://repository.uel.ac.uk/item/8xvz0
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