This book looks at the narrowing effects of contemporary modes of
teacher and teaching policy and governance. It draws on political theory
to provide new ways of conceptualising the effects of teacher and
teaching policies and practices. It adds a new dimension to the robust
body of literature related to teacher policy by looking at three
interrelated domains: (1) teacher preparation and development, (2)
teacher evaluation and (3) teacher leadership.
Drawing from case studies from the USA, UK and Australia, it illustrates
how a coalescence around metrics, standards and compliance is producing
increasingly restricted notions of teachers and teaching. It shows how
the rationalities and techniques associated with accountability and
standardisation are limiting the possibilities for multiple
conceptualisations of teaching and teachers to exist or emerge. Using
pluralism as the main framework, it challenges the dangers associated
with rigid compliance and alignment and argues that pluralism can help
secure schools as socially and culturally responsive to the needs of the
community.