Towards a phenomenology of teacher responsibility

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Abstract

This chapter questions the policy of educational accountability, highlighting its negative effects on teachers' work. The neoliberal construct of teachers as a data-driven and autonomous subject leaves little space for understanding teaching as a relation practice through which one carries responsibility for the other. Hence, the chapter suggests a return to teacher responsibility as way of counteracting the negative impact of accountability measures. Focusing on a phenomenological analysis of both accountability and responsibility, it draws on experiences of beginning teachers and empirical data collected in the Studying the Effectiveness of Teacher Education project. In so doing, the chapter provides a view of relational ethics as the essence of teachers' being. This view helps us to illuminate teacher responsibility as always already implicated in a pedagogical act, rather than as accountability that is externally imposed on the profession.
Original languageEnglish
Title of host publicationPhenomenological Inquiry in Education
Subtitle of host publicationTheories, Practices, Provocations and Directions
EditorsEdwin Creely, Jane Southcott, Kelly Carabott, Damien Lyons
Place of PublicationAbingdon UK
PublisherRoutedge
Chapter9
Pages135-147
Number of pages13
Edition1st
ISBN (Electronic)9780429285646
ISBN (Print)9780367250317, 9780367250324
DOIs
Publication statusPublished - 2021

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