公众对教师质量的评论:对媒体对教学绩效评估的评论进行分析
Donna Pendergast1, Beryl Exley1, Frances Hoyte1
1School of Education and Professional Studies, Griffith University, Mount Gravatt, QLD Australia.
概括
分析了澳大利亚初级教师教育 (ITE) 课程中的教学绩效评估 (TPA). 公共评论揭示了对教师质量和教学职业的看法产生影响的偏见和教学身份.
科学领域:
- 教育政策 教育政策
- 教育社会学教育的社会学
- 教师教育教育的教师教育.
背景情况:
- 教学绩效评估 (TPA) 是最近澳大利亚初级教师教育 (ITE) 计划的强制性要求.
- 它是澳大利亚教学和学校领导研究所 (AITSL) 建立的更广泛的标准和问责制框架的一部分.
研究的目的:
- 分析公众对教师质量的评论,特别是对TPA的关注.
- 探索在围绕教师评估的公共话语中推广的教学身份.
主要方法:
- 从2019年8月到2020年5月的公开可用的传统媒体和社交媒体 (Twitter) 数据的分析.
- 应用伯恩斯坦的教学身份理论来解释收集的数据.
主要成果:
- 围绕TPA的公共话语表现出特定的焦点和固有的偏见.
- 评论强调了在公共讨论中推动的各种教学身份.
结论:
- 这些发现对公众对初级教师教育质量的看法有影响.
- 该研究讨论了对教学职业地位的更广泛影响.
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