Exploring the Teachers' Emotional Costs of Resisting to Supervision and Control

• In Event: Teacher Educator Well-Being

Abstract

The purpose of this paper is to explore the emotional costs of teachers that decide to act as autonomous professionals and resist the technologies of power that are used to control and surveil teachers’ work in high-stakes accountability systems. Feelings of nostalgia could be helpful as a starting point when promoting change in the present; nostalgia can become an instrument of critical transformation of education systems. This qualitative study is part of a larger mixed-methods study that looked at the relationship between teacher autonomy and high-stakes accountability technologies. This study taught us the skills and mindsets that teachers working in high-stakes accountability systems need to thrive and resist the supervision and monitoring they are subjected to.

Authors

• Ignacio Barrenechea, University of Miami

• Wendy Cavendish, University of Miami