Answers are grounded in this paper and cite their sources.
This study uses Foucault's concept of pastoral power to explore the role of professional growth plans in the constitution of teachers' knowledge, identities, and practice. It examines the production of particular norms of the 'good' teacher internalized and self-regulated through the technologies of self deployed through such plans. These norms embed values of individualism, technicism, reflexivity and 'enterprising self, supporting a neo-liberal ethos in contemporary risk society. It draws evidence from a qualitative study of teachers and principals in Alberta, Canada, implementing a provincial initiative for mandatory growth plans. Such growth plans normalize the 'fact of growth' and align teacher growth to district interests, naturalize consent to surveillance and confession, encourage teachers to internalize goal-oriented practice, reflectivity and self-regulation, and technicize teacher knowledge.
No takes yet. Share an insight, caveat, or question.
Tara Fenwick (2003) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: