Teacher accountability in context
Tanzanian primary school teachers' perceptions of local community and education administration
Bibliographic Data
| ID | 11920173 |
|---|---|
| Authors | Angeline M Barrett (0000-0002-2820-7586, University of Bristol, corresponding author) |
| Year | 2005 |
| Volume | 35 |
| Issue | 1 |
| Pages | 43-61 |
| Publication date | 2005-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057920500033530 |
| OpenAlex | W2117379883 |
| Language | EN |
| Citations received | 16 |
| References cited | 22 |
Evaluations, tied to specific programmes, need to be complemented by research that is more sensitive to context at the classroom level. A comparative approach may be used as a platform to move into a two‐way conversation with the perspectives of practitioners in ‘developing’ countries and hence scrutinize internationally dominant notions of good teaching that are often assumed in applied research, such as evaluations. This paper draws on findings from a theoretically oriented study of primary school teacher identity in Tanzania, in which explicit comparisons are made with teacher identity in England. The analysis shows how Tanzanian teachers see their social identity and professional responsibilities as being co‐constructed and shared with parents, the local community and education administration. A comparison is made with English constructs of professional responsibility and accountability in order to draw some lessons for the conduct and interpretation of evaluations
Accountability · Administration (probate law · Context (archaeology · Conversation · Geography · Identity (music · Interpretation (philosophy · Pedagogy · Perception · Political science · Public relations · Sociology · Tanzania · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 16 |
|---|---|
| Citations per year | 1 |
| Citation span | 2010 - 2025 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 16 |