Brady, AM;
(2016)
The Regime of Self-Evaluation: Self-Conception for Teachers and Schools.
British Journal of Educational Studies
, 64
(4)
pp. 523-541.
10.1080/00071005.2016.1164829.
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Abstract
Self-evaluation in inspection policy has become a global phenomenon. The idea is that it increases levels of teacher and school autonomy, wherein both schools and teachers have more ownership and responsibility over their work. In turn, such a process has allowed for greater accountability, which is then said to provide high quality education and, therefore, greater competitive advantage amongst knowledge-based economies. In both England and Ireland, self-evaluation has become a demanding procedure that is meant to complement external inspections of schools and teachers. In this article, I will argue that self-evaluation, whilst having the potential to become a worthwhile endeavour, does not live up to its name. In the first instance, the criteria used for self-evaluation are not internally generated but externally imposed. Thus, I would like to discuss the extent to which visions of ‘good’ or ‘bad’ education developed by inspecting bodies influence the way in which teachers and schools assess themselves. Furthermore, I will raise questions as to what appropriate criteria for teaching might look like. In doing so, I shall try to show that what is now current is a debased form of self-evaluation that is not only detrimental to the self-perception of teachers, but inadequate to what any coherent notion of the ‘self’ might be. In light of work by the philosopher Charles Taylor in particular, I will argue that the self is not something that can be examined in the way that is imagined in these inspection systems but is rather something dynamic and unfixed, constituted within a wider community of practice and, therefore, not amenable to evaluation in quite the way that is supposed.
| Type: | Article |
|---|---|
| Title: | The Regime of Self-Evaluation: Self-Conception for Teachers and Schools |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00071005.2016.1164829 |
| Publisher version: | http://doi.org/10.1080/00071005.2016.1164829 |
| Language: | English |
| Additional information: | © 2016 Society for Educational Studies. This is an Accepted Manuscript of an article published by Taylor & Francis in the British Journal of Educational Studies on 11 April 2016, available online: http://www.tandfonline.com/10.1080/00071005.2016.1164829 |
| Keywords: | Self-evaluation policy, inspection, the self, accountability, autonomy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1543180 |
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