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.
|Title of host publication||Phenomenological Inquiry in Education|
|Subtitle of host publication||Theories, Practices, Provocations and Directions|
|Editors||Edwin Creely, Jane Southcott, Kelly Carabott, Damien Lyons|
|Place of Publication||Abingdon UK|
|Number of pages||13|
|ISBN (Print)||9780367250317, 9780367250324|
|Publication status||Published - 2021|