For the oppressed teacher: stay real!
Isomöttönen, V. (2018). For the oppressed teacher: stay real!. Teaching in Higher Education, 23 (7), 869-884. doi:10.1080/13562517.2018.1437131
Published in
Teaching in Higher EducationAuthors
Date
2018Discipline
TietotekniikkaCopyright
© 2018 The Author(s)
This article addresses teachers’ challenges in relation to other stakeholders, in light of funding policies and evaluation mechanisms. In particular, a condition where pressures toward high pass rates or ‘throughput’ in the degree system provide a good negotiation position for students with little learning orientation as to their aspirations after credit units is considered. This condition is intensified by the fact that the mere completion goals of non-learning-oriented students align with the collective goals of administration (university), given the throughput-based funding policies. A teacher willing to honorably exercise the profession is, then, ‘squeezed in between.’ Daily teaching endures by the incorporation of the wrong kind of flexibility, which undermines the education system. This problematic pattern is reviewed, and a remedy proposed by drawing on Freire and considering a recent theorization by Sutton on the position of an academic under a neoliberalist condition.
Publisher
RoutledgeISSN Search the Publication Forum
1356-2517Keywords
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Teacher authority in the classroom : views of Finnish basic school English teachers and classroom teachers
Räsänen, Janne (2021)Tutkimuksessa selvitettiin suomalaisten peruskoulun opettajien suhtautumista opettajan auktoriteettiin, sekä siihen vaikuttaviin tekijöihin. Opettajan auktoriteetin on perinteisesti nähty tarkoittavan opettajan valtaa ... -
Practices and conditions of teacher collaboration : case study of a Greek primary school
Tsalidi, Aikaterini (2019)In this study, teacher collaboration is examined in the context of a Greek primary school, using various prisms and angles, providing insight regarding the teachers’ perceptions, practices and inner expectations. The study ... -
Research lives of physical education teacher educators
McEvoy, Eileen; MacPhail, Ann; Heikinaro-Johansson, Pilvikki (Australian Council for Health, Physical Education and Recreation; Taylor & Francis, 2018)This paper aims to provide insights into the research worlds of an international group of mid- and late-career physical education teacher educators. Specifically, it explores participants’ motives for research engagement ... -
Collective Agency-Promoting Leadership in Finnish Teacher Education
Hökkä, Päivi; Rautiainen, Matti; Silander, Tiina; Eteläpelto, Anneli (Springer, 2019)Globally, there is a political and social consensus that teacher education is a key priority for the twenty-first century. However, studies have so far paid little attention to a crucial issue, namely, leadership in teacher ... -
Higher education teachers’ descriptions of their own learning : a quantitative perspective
Töytäri, Aija; Tynjälä, Päivi; Piirainen, Arja; Ilves, Vesa (Routledge; Higher Education Research & Development Society of Australasia, 2017)In this large-scale study, higher education teachers’ (n = 1028) descriptions of their own learning are examined with quantitative analyses. The study follows up an earlier qualitative study that, using a phenomenographic ...