Abstract
In this chapter I attempt to link the evaluation technologies of governance to the way in which teachers have begun to think about themselves, their practice, quality, and worth. To do so, I draw on interviews with a group of teachers and their evaluators at one middle school in the USA. What I aim to show here is how teachers have embodied a market-oriented discourse. In so doing, they have begun to define themselves and qualify their practice and worth in terms of economic logics, market value and performative means. Similarly, they have subjected themselves to various techniques of governance, while rebuking teachers who have chosen to behave otherwise. This justification rests on a binary that the teachers have constructed about what it means to be an acceptable versus an unacceptable teacher (described further in Chapter 7).
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Holloway, J. (2021). The Stories of TAP-Y Teachers. In: Metrics, Standards and Alignment in Teacher Policy. Springer, Singapore. https://doi.org/10.1007/978-981-33-4814-1_6
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DOI: https://doi.org/10.1007/978-981-33-4814-1_6
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