A3 Book section, Chapters in research books
Genealogy of the Ethics of Teacher Self-Evaluation : From Adherence to Norms to Self-Discipline through Self-Evaluation (2023)


Pitkänen, H. (2023). Genealogy of the Ethics of Teacher Self-Evaluation : From Adherence to Norms to Self-Discipline through Self-Evaluation. In J. Madalinska-Michalak (Ed.), Quality in Teaching and Teacher Education : International Perspectives from a Changing World (pp. 72-97). Brill. https://doi.org/10.1163/9789004536609_005


JYU authors or editors


Publication details

All authors or editors: Pitkänen, Hannele

Parent publication: Quality in Teaching and Teacher Education : International Perspectives from a Changing World

Parent publication editors: Madalinska-Michalak, Joanna

ISBN: 978-90-04-53658-6

eISBN: 978-90-04-53660-9

Publication year: 2023

Pages range: 72-97

Number of pages in the book: 383

Publisher: Brill

Place of Publication: Leiden

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1163/9789004536609_005

Persistent website address: https://brill.com/display/book/9789004536609/BP000015.xml

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/84709


Abstract

Quality evaluation (QE) has assumed major importance in governing education. QE is acknowledged as a self-evident and necessary method of improving quality in education across education systems. Along with the quality ‘evaluation wave’, schools and teachers have not only become objects of evaluation, but have also been subjected to increasing demands to self-evaluate. Using genealogical methodology, this chapter analyses the emergence and formation of the politics of school and teacher self-evaluation and also the power and subjectivities invoked through it in the case of Finnish comprehensive education. The research material includes curricular, legislative and education policy texts and national guidelines and textbooks on school and teacher self-evaluation in the period 1970–2014.

The chapter demonstrates how, along with these changes in policy, the ethics of the necessity for self-evaluation in Finnish basic education emerges. It shows how teachers and schools traditionally strictly governed by rules and norms and subjectified as obedient to norms have since the early 1980s transformed into the self-developing and self-evaluative teacher and school. Becoming entangled with the long histories of teachers as reflectors on their own work, these changes enabled the formation of self-evaluation as a normal and self-evident everyday practice of teachers and schools to evolve, and along with this, the related ethics of the necessity for self-evaluation to emerge. This ethics is closely entangled with and supports the governing of education through quality evaluation.


Keywords: education and training; school system; educational systems; teachers; quality; quality assessment; self-evaluation; evaluation; reflection (cognitive processes); self-reflection; ethics; ethicality; education policy; primary and lower secondary education


Contributing organizations


Related projects


Ministry reporting: Yes

VIRTA submission year: 2023

JUFO rating: 3


Last updated on 2024-03-07 at 00:46