Le métier d'enseignant en période de réformes: le cas anglais

MJ Osborn

Le métier d'enseignant en période de réformes: le cas anglais

MJ Osborn

School of Education

Research output: Contribution to journal › Article (Academic Journal) › peer-review

Abstract

This survey of education in schools throughout the UK examines the trend towards greater management of education at all levels, asking the question whether performance based evaluation has become a dogma. There is a perception among teachers that the excessive rigidity and formalism of the criteria used for assessments is modifying their outlook on the profession with the added a risk that in the future, teachers will be become no more than qualified technicians.

Translated title of the contribution	Le métier d'enseignant en période de réformes: le cas anglais
Original language	English
Pages (from-to)	27 - 41
Number of pages	15
Journal	Revue Internationale d'Education de Sèvres
Volume	30
Publication status	Published - Jun 2002

Bibliographical note

Publisher: Centre international d'études prédagogiques
Other: June issue. ISBN 2-85420-554-8

Access to Document

http://www.ciep.fr/en/ries/ries30.htm

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Cite this

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title = "Le m{\'e}tier d'enseignant en p{\'e}riode de r{\'e}formes: le cas anglais",

abstract = "This survey of education in schools throughout the UK examines the trend towards greater management of education at all levels, asking the question whether performance based evaluation has become a dogma. There is a perception among teachers that the excessive rigidity and formalism of the criteria used for assessments is modifying their outlook on the profession with the added a risk that in the future, teachers will be become no more than qualified technicians.",

author = "MJ Osborn",

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AU - Osborn, MJ

N1 - Publisher: Centre international d'études prédagogiques Other: June issue. ISBN 2-85420-554-8

PY - 2002/6

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N2 - This survey of education in schools throughout the UK examines the trend towards greater management of education at all levels, asking the question whether performance based evaluation has become a dogma. There is a perception among teachers that the excessive rigidity and formalism of the criteria used for assessments is modifying their outlook on the profession with the added a risk that in the future, teachers will be become no more than qualified technicians.

AB - This survey of education in schools throughout the UK examines the trend towards greater management of education at all levels, asking the question whether performance based evaluation has become a dogma. There is a perception among teachers that the excessive rigidity and formalism of the criteria used for assessments is modifying their outlook on the profession with the added a risk that in the future, teachers will be become no more than qualified technicians.

M3 - Article (Academic Journal)

VL - 30

SP - 27

EP - 41

JO - Revue Internationale d'Education de Sèvres

JF - Revue Internationale d'Education de Sèvres

SN - 1254-4590

ER -