Unwin, A; (2019) New Teacher Survival and Development in a Neo-liberal World. International Journal of Innovative Business Strategies , 5 (2) pp. 296-302. 10.20533/ijibs.2046.3626.2019.0040.

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Abstract

This paper explores how new teachers can understand and develop their practice in pressurized working contexts. Performativity [4] and marketization agendas foster cultures of high stakes assessment at all levels: students, teachers and schools. Presentism [10] exists in several forms with immediacy and results being foregrounded over the consideration of longer-term perspectives on learning. These factors along with teacher shortages and high turnover [16] undermine more nuanced teacher development. This paper uses data from teachers undertaking a Masters module in their newly qualified teacher (NQT) year. It found in this case that carefully designed professional development with other teachers beyond their school can counter short termism and the negative aspects of performativity and presentism. That by foregrounding the situated experiences of teachers, a ‘way in’ is provided for new teachers to understand more fully the complexities, dilemmas and strategies encountered in their own and others’ professional practice. By thinking about and problematizing the complexities of their teaching; they are required to adopt an enquiry approach. They may be able to debate (with colleagues and students) about what alternatives might be usefully considered to the neoliberal model for education.

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