'Our System Fits Us': Comparing Teacher Accountability, Motivation, and Sociocultural Context in Finland and Singapore

Autor/in	Hwa, Yue-Yi
Titel	'Our System Fits Us': Comparing Teacher Accountability, Motivation, and Sociocultural Context in Finland and Singapore
Quelle	In: Comparative Education, 58 (2022) 4, S.542-561 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwa, Yue-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2022.2102754
Schlagwörter	Teacher Motivation; Accountability; Best Practices; Teacher Attitudes; Foreign Countries; Decision Making; Social Environment; Cultural Context; Secondary School Teachers; Cross Cultural Studies; Educational Policy; Sociocultural Patterns; Teacher Evaluation; Teacher Effectiveness; Achievement Tests; International Assessment; Secondary School Students; Elementary Secondary Education; Science Achievement; Science Tests; Mathematics Achievement; Mathematics Tests; Systems Approach; Schemata (Cognition); High Achievement; Finland; Singapore; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Verantwortung; Lehrerverhalten; Ausland; Decision-making; Entscheidungsfindung; Soziales Umfeld; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Soziokulturelle Theorie; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Systemischer Ansatz; Cognition; Schema; Kognition; Finnland; Singapur
Abstract	Every teacher's classroom practice is embedded in a system of overlapping contexts that interact with their day-to-day decisions. In this paper, I focus on sociocultural context and how it interacts with teachers' subjective responses to accountability instruments. Drawing on interviews with secondary school teachers in Finland and Singapore -- education systems with contrasting but comparably effective approaches to teacher accountability -- I find that one way in which sociocultural context interacts with teachers' experiences of accountability instruments is by influencing the mental models of motivation that shape their responses to these instruments. This finding is relevant to two contentious areas in education policy. First, it suggests that teacher accountability policy is a socioculturally embedded matter, implying a need for caution rather than recommending specific forms of accountability across the board. Second, it adds to the growing body of evidence demonstrating that 'best practices' from high-performing education systems are contingent on implementation contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01