Work

Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile

Year: 2024

Type: article

Abstract: We explored teacher agency in a policy context of hyper-accountability drawing on interviews with ten experienced secondary school chemistry teachers in Chile. Constraints included successive reforms of the national curriculum, a resource-poor and high-surveillance education culture, and a low-priority culture of professional learning. Strategies enacted to sustain teacher agency included identifying 'pockets of possibility' to realise authentic chemistry education for all, developing trusting relationships with students and proactively nurturing their own professional development. These strategies have the potential to enhance the practice of teachers and teacher educators, and to inform a reorientation of policy away from high-stakes accountability.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2024.104787

Authors: Denise Quiroz-Martinez, Elizabeth A.C. Rushton

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,770

Funder: Agencia Nacional de Investigación y Desarrollo