Journal article
Destructive domains: rethinking teacher evaluation in the age of Charlotte Danielson
International journal of qualitative studies in education, Vol.36(9), pp.1876-1890
2023
DOI: 10.1080/09518398.2021.1956621
Abstract
In this manuscript, we argue that the increasing use of reductive tools born out of neoliberal reforms in education, such as The Framework for Teaching, a tool for teacher evaluation credited to Charlotte Danielson, limits the possibilities for emergent, improvisational teaching. We consider the broader political landscape of the last 25 years to suggest that The Framework for Teaching illuminates a preoccupation in education with so-called measurable results in ways that hurt teachers while advancing political agendas and profiting private corporations. Next, we rely on storytelling methodology to critique the framework and offer alternative ways of thinking about teacher evaluation. Ultimately, our critique intends to prompt more humane understandings of teacher evaluation, thereby permitting and engendering improvisational pedagogies.,
Details
- Title: Subtitle
- Destructive domains: rethinking teacher evaluation in the age of Charlotte Danielson
- Creators
- Samuel Tanner - Penn State AltoonaAndrea McCloskey - Pennsylvania State UniversityErin Miller - University of North Carolina at Charlotte
- Resource Type
- Journal article
- Publication Details
- International journal of qualitative studies in education, Vol.36(9), pp.1876-1890
- Publisher
- Routledge
- DOI
- 10.1080/09518398.2021.1956621
- ISSN
- 0951-8398
- eISSN
- 1366-5898
- Language
- English
- Electronic publication date
- 10/14/2021
- Date published
- 2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371106102771
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