The impact of student perception surveys on teachers' practice: Teacher resistance and struggle in student voice-based assessment initiatives of effective teaching

被引：8

作者：

Finefter-Rosenbluh, Ilana ^{[1
]}

Ryan, Tracii ^{[2
]}

Barnes, Melissa ^{[3
]}

机构：

[1] Monash Univ, Fac Educ, 19 Ancora Imparo Way, Clayton, Vic 3800, Australia

[2] Univ Melbourne, Melbourne Ctr Study Higher Educ, Melbourne, Vic, Australia

[3] Monash Univ, Fac Educ, Melbourne, Vic, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 106卷

关键词：

Student perception surveys; Student feedback; Teacher assessment; Effective teaching; Student voice; Teacher education; SCHOOL; FEEDBACK; PRINCIPALS; ACCOUNTABILITY; SURVEILLANCE; ACHIEVEMENT; VALIDATION; EDUCATION; VALIDITY; CONTEXT;

D O I：

10.1016/j.tate.2021.103436

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Student perception surveys (SPS) play an increasing assessment role envisioned to improve teaching. Yet, it is unclear what their impact is on teachers' practice. Data collected from Australian teacher interviews, student focus groups and SPS based on validated frameworks of effective teaching revealed no significant change in teachers' practice; illustrating student skepticism in the power of their voice, and teacher resistance and struggle to act upon SPS. Contributing to the literature on effective teaching, teacher resistance and student voice, the study's implications call for teacher education that treats SPS as diagnostic tools that empower teachers in their search for autonomy. (c) 2021 Elsevier Ltd. All rights reserved.

引用

页数：13

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