Abstract:
Undertaking critical discourse analysis of the utility of Australian Professional Standards for Teachers (APST) this paper reports on findings of new PhD research. Cast over a five year period the research synthesised and reviewed a trinity of voices and sources: responses from the developers of the standards, semi-structured ethnographic interviews of eight primary school teachers, as well as rich document analysis of the APST. The question of the purpose of standards and their usefulness in promoting teacher judgement and professionalism was considered. Findings reveal a number of tensions. First, the apparent conflict and confusion between the purpose of the standards according to developers and teachers. Second, the muting of teacher agency through very little facility within the standards to explore the ‘messy’ aspects of teaching; the struggles, journeys and decision making, judgement processes. This silencing was also seen through unquestioned, apathetic and, at times, myopic ‘tick-a-box’ view of the standards by some teachers. Third, teachers' reluctance to risk, engage and participate in conversations about the standards was revealed. Significance for the teaching profession as a whole is discussed and future directions outlined.