Romancing Achievement: Novice Teachers and the Discourses of Learning and Testing

• In Event: Urban Learning and Teaching

Abstract

In this qualitative inquiry, researchers analyzed the content of more than 5,897 daily written reflections of 38 TFA novice teachers written in the year-long field-based course during their initial certification coursework. Findings indicated that teachers learning and teaching in this space and time were particularly influenced (and felt pressured by) discourses and emphases on student growth and achievement narrowly defined and understood by standardized assessments. Student growth and achievement was often defined primarily as a score or numeric percentage rather than demonstrations of meaningful growth and deep understandings rooted in developmentally appropriate practice. This high stakes context and limited definition of success influenced teacher socialization and efficacy. Implications for teacher educators, district leadership, researchers, and other educational stakeholders are discussed.

Authors

• Teresa R. Fisher, Georgia State University

• Monica M. Alicea, Cobb County School District

• Kolt Maya Bloxson, Georgia State University

• Barbara Meyers, Georgia State University

• Carly Liza Blustein, Georgia State University

• Kara M. Kavanagh, James Madison University