Teachers' Educational Work Evaluation and Alienation. A Marxist perspective.

Abstract

The teacher's alienation is mediated by an educational policy on evaluation, which is perceived as impersonal and bureaucratic. Teacher evaluation is a crucial institution for determining the effectiveness of educational practices. For some social scientists, evaluation is a mechanism for harmonising teachers and legitimising social reproduction. Teachers' professional identity is structured within a framework of international and national imperatives that delineate the orientations of educational practice, set the criteria of effectiveness, and simultaneously alienate the very nature of its existence. Through educational accountability systems, responsibilities are placed on the teacher, reproducing, with political intentionality, both the dominant ideology and the social hierarchy. The teacher is alienated because the evaluative processes and inflexibility of educational policies often fail to account for the cultural changes that are taking place in many cases. Moreover, alienation is expressed in the contradictions reflected in the rhetoric of democratic climate and respect for diversity within the educational system and in the policies of evaluation, accountability and effectiveness of educational practices

Keywords

• Teacher
• Evaluation
• Alienation
• Marxist theory

Öğretmenlerin Eğitim İşini Değerlendirmesi ve Yabancılaşma. Marksist bir bakış açısı.

Abstract

Öğretmenin yabancılaşmasına, kişisel olmayan ve bürokratik olarak algılanan değerlendirmeye ilişkin bir eğitim politikası aracılık etmektedir. Öğretmen değerlendirmesi, eğitim uygulamalarının etkililiğini belirleyen önemli bir kurumdur. Bazı sosyal bilimciler için değerlendirme, öğretmenleri uyumlu hale getiren ve toplumsal yeniden üretimi meşrulaştıran bir mekanizmadır. Öğretmenlerin mesleki kimliği, eğitim uygulamalarının yönelimlerini belirleyen, etkililik ölçütlerini belirleyen ve aynı zamanda varoluşunun doğasını yabancılaştıran uluslararası ve ulusal zorunluluklar çerçevesinde yapılandırılmıştır. Eğitimde hesap verebilirlik sistemleri aracılığıyla öğretmene sorumluluklar yüklenerek hem egemen ideoloji hem de toplumsal hiyerarşi siyasi bir niyetle yeniden üretilmektedir. Öğretmen yabancılaşmıştır çünkü değerlendirme süreçleri ve eğitim politikalarının esnek olmayışı çoğu durumda meydana gelen kültürel değişimleri hesaba katmakta başarısız olmaktadır. Dahası, yabancılaşma, eğitim sistemi içindeki demokratik iklim ve çeşitliliğe saygı retoriği ile eğitim uygulamalarının değerlendirilmesi, hesap verebilirliği ve etkililiği politikalarına yansıyan çelişkilerde ifade bulmaktadır

Keywords

• Öğretmen
• Değerlendirme
• Yabancılaşma
• Marksist teori

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