Teacher's work and the labour process of teaching: central problematics in professional development

Teaching and learning with power and privilege: Student and teacher identity in education about gender-based violence

STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education.

https://www.mdpi.com/2071-1050/13/11/5769/pdf

The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work

In the last 20 years, neoliberal ideology has heavily influenced the U.S. education system, opening public education up to private corporations as a profitable business endeavor. In this paper, I inquire ( Pierre, 2018 , 2021 ) into educational technology (edtech) teacher ambassador programs through a blog post I wrote as a former second-grade teacher and ambassador for a prominent K-12 edtech company. I argue one way these exploitative spaces operate is through educators’ attachment ( Berlant, 2011 ) to the idea of being a good enough woman teacher ( Pittard, 2015 ) fueled by neoliberal discourses of “keeping up” ( Walkerdine, 2003 ). In other words, the material-discursive apparatus of these program spaces produces a “cruel optimism” for what we could be, rather than what we are, which in turn produces further profit for edtech companies. Overall, this paper grapples with how these programs may appear or feel mutually beneficial for educators, yet are often only monetarily beneficial for edtech companies and their investors.

The cruel optimism of educational technology teacher ambassador spaces

In this article we take up the concept of ‘the orders of discourse’ from the Foucault philosophical archive to identify, open up and examine discourses of teacher quality. Our aim is to identity major strands of discourse in the discursive formation of ‘teacher quality’ and to problematize them in line with Foucault’s approach to problematization which functions as a critical philosophy of tracking and analysis of the characteristics of the genealogy and family of concepts.

Discourses of Teacher Quality: Neoliberalism, Public Choice and Governmentality

In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional env...

Qingyan Qin

Papers

Ideological disempowerment as an effect of neoliberalism on teachers