Professional discourse, identity and compulsory standardised mathematics assessment
Walls, Fiona (2008) Professional discourse, identity and compulsory standardised mathematics assessment. In: Proceedings of the Joint Meeting of PME 32 and PME-NA XXX (4), pp. 385-392. From: Joint Meeting of PME 32 and PME-NA XXX, 17-21 July 2008, Morelia, Mexico.
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Using a range of perspectives including Lacan's psychological theories of identity, Foucault's postmodem theories of identity within and through productive discourse and Mendick's socia-cultural focus on identity as continuous project in practice, this paper contemplates the ways in which teachers are (self)inscribed and (self) constituted within the standardised mathematics test process. Teachers of Year 5 and Year 7 students at one state primary school in Queensland, Australia recount their experiences of mandatory standardised state Numeracy Tests, exposing the paradoxes, tensions, and challenges the tests present for teachers, and demonstrating the ways in which the Tests play a significant role in teacher's identity work.
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||teacher identity; student affect; primary education; mathematics education|
|Date Deposited:||16 May 2010 23:07|
|FoR Codes:||16 STUDIES IN HUMAN SOCIETY > 1608 Sociology > 160809 Sociology of Education @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation @ 25%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 25%
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Citation Count from Web of Science||