“暂时的教学”:半城市德里低收费私立学校的教学和教师身份

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2023-07-01 DOI:10.1177/09731849231172416
Poonam Sharma
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摘要

众所周知,教师是教育改革和提供高质量教学的核心。《2005年国家课程框架》确定了对专业合格教师的需求和提高学校教师的专业认同的需求。收费低廉的私立学校通常被认为是解决公立学校教育质量低劣问题的一种办法。基于民族志田野调查,本文考察了半城市德里低收费私立学校教师工作的微观管理背景。它说明了课程和教学法被用来控制教师工作的方式,并根据新公共管理话语分析了这些观察结果。本文认为,教师强烈地将他们的工作构建为临时的,并使用沉默和退出作为应对学校高度规范的工作环境的一种方式。
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‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi
It is well known that teachers are central to education reforms and to providing high-quality instruction. The National Curriculum Framework 2005 identifies the need for professionally qualified teachers and the need to enhance the professional identity of schoolteachers. Low-fee private schools are often presented as a solution to the supposedly poor quality of education provided by government schools. Based on ethnographic fieldwork, this article examines the micro-managed context of teachers’ work in low-fee private schools in semi-urban Delhi. It illustrates ways in which curriculum and pedagogy were used to control teachers’ work and analyses these observations in the light of New Public Management discourses. This article argues that teachers strongly constructed their work as provisional and used silence and exit as a way to cope within the highly regulated work environments of the school.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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