Teachers' Professional Identities in an Era of Testing Accountability in Japan: The Case of Teachers in Low-Performing Schools
Teachers' Professional Identities in an Era of Testing Accountability in Japan: The Case of Teachers in Low-Performing Schools
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DOI：
10.1155/2012/930279
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发表时间：
2012-01-01
影响因子：
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通讯作者：
Katsuno, Masaaki
中科院分区：
文献类型：
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作者：
Katsuno, Masaaki
本文介绍了一项正在进行的研究，日本教师的专业身份是否以及如何在提高测试问责制的背景下发生了变化，初步的调查结果和讨论。在简要介绍了导致2007年引入国家测试的政策发展之后，回顾了以前对教师身份的研究。在探讨了现有理论中关于身份工作的轨迹和后果的一些模糊之处后，本文继续报道和分析了来自日本北方行政区三所低绩效小学的六名教师的案例。由于样本的规模和范围有限，本研究不能说是普遍性的，但它仍然可以提出一些理论问题，进一步研究，如教师维持其专业身份的策略的不稳定性和需要定位教师身份工作在学校的微观政治。
This paper presents tentative findings and discussions arising from an ongoing study on whether and how Japanese teachers' professional identities have shifted in the context of heightened testing accountability. After a brief description of policy development that led to the introduction of national testing in 2007, previous studies of teacher identity are reviewed. Having explored some ambiguity in the existent theories regarding the trajectories and consequences of identity work, the paper goes on to report and to analyse the cases of six teachers from three low-performing elementary schools in a northern Japanese administrative region. With the limited size and scope of the sample, the present research cannot claim generalisability, but it can still raise a number of theoretical issues for further investigation, such as the precariousness of teachers' strategies for sustaining their professional identities and the need for locating teachers' identity work in the micropolitics of schools.