Teachers' Strategies for Professional Activities in the Conditions of Neoliberal Educational Reality

Autor/in	Zalewska-Bujak, Malgorzata
Titel	Teachers' Strategies for Professional Activities in the Conditions of Neoliberal Educational Reality
Quelle	In: Journal for Critical Education Policy Studies, 20 (2023) 3, S.381-410 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zalewska-Bujak, Malgorzata)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Faculty Development; Teacher Behavior; Neoliberalism; Compliance (Legal); Work Environment; Professional Autonomy; Outcome Based Education; High Stakes Tests; Parent Participation; Teacher Student Relationship; Teaching Conditions; Educational Environment; Expectation; Poland + Suchen Sie Ihr Suchwort? Ausland; Teacher behaviour; Lehrerverhalten; Neo-liberalism; Neoliberalismus; Arbeitsmilieu; Berufsfreiheit; Lernerfolgsmessung; Elternmitwirkung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Expectancy; Erwartung; Polen
Abstract	Similarly to many other countries, what has been spreading in Poland for about two decades is the global ideology of market neoliberalism. This takes place alongside the aiming at bigger effectiveness of education with the use of some procedures typical of the business sphere. Simultaneously, an excessive focus appears at school on the implementation of such top-down imposed directives and the constantly changing legal regulations. This article is aimed at presenting, on the basis of teachers' narrations in qualitative interviews, the strategies for their professional activities which they create in compliance with their perception of the rules and duties ruling the educational space and subordinated to the indicated ideology. Apart from highlighting these strategies, the analysis of the obtained data has made it possible to show certain important consequences, triggered by the respondents' yielding to the dominating forces and by reaching for these strategies. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01