The Changing Roles of Teachers in an Era of High-Stakes Accountability
The Changing Roles of Teachers in an Era of High-Stakes Accountability
复制标题
高风险问责时代教师角色的变化
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Daria Buese
中科院分区：
文献类型：
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作者：
Linda R. Valli;Daria Buese
本文考察了联邦、州和地方政策对小学教师被要求在课堂内外扮演的角色的影响。通过对4年来教师任务变化的详细分析，作者确定角色期望在四个方面增加、强化和扩展：教学、机构、协作和学习。这些变化对教师与学生的关系、教学方法和职业幸福感产生了意想不到的、往往是负面的影响。作者以差别化教学这一政策指令为例，阐述了当前教师角色需求的复杂性，并对政策和研究提出了启示。
This article examines the impact of federal, state, and local policies on the roles that elementary school teachers are asked to assume inside and outside the classroom. Through a detailed analysis of changes in teacher tasks over a 4-year period, the authors determined that role expectations increased, intensified, and expanded in four areas: instructional, institutional, collaborative, and learning. These changes had unanticipated, and often negative, consequences for teachers’ relationships with students, pedagogy, and sense of professional well-being. The authors use one policy directive, differentiated instruction, to illustrate the complexity of role demands currently made of teachers, and they draw implications for policy and research.