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- Title
La Rubriquización de la Evaluación y la Fabricación de Docentes como "Agentes de Cambio" en una Escuela Secundaria Inclusiva de la Ciudad de Buenos Aires, Argentina.
- Authors
Meo, Analía Inés; del Monte, Pablo; Chervin, Mariano
- Abstract
In Argentina, from 1970s onwards, a wide array of policy documents and initiatives (such as the National Law of Education passed in 2006) aim to radically alter key aspects of secondary school teaching, learning, and assessing. This piece contributes to the field of sociological studies of school assessments and inclusion examining the effects of the disposition "rubric" (a standardised form of assessment) in the "fabrication" (Ball, 2003) of representations around the ideal teacher in an inclusive and experimental school in the City of Buenos Aires. The enactment of this method of assessment reorganised practices, change relations amongst teachers and school authorities, and interpellated teachers´ work identities--defining how a good teacher should be and work. We argue that rubrics are demanding teachers to be flexible, reflexive, responsible for students' trajectories, able to work and make decisions with others, and to recognise students with difficulties and respond to them with personalisation as a key teaching strategy. Based on a qualitative study, we examine institutional meetings of the so-called "Colegio de Docentes" attended by school authorities, pedagogic consultants, and the great majority of teachers; semi-structured interviews; and school documents.
- Subjects
BUENOS Aires (Argentina); ARGENTINA; TEACHERS; ALTERNATIVE schools; URBAN schools; SEMI-structured interviews; SECONDARY schools
- Publication
Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas, 2023, Vol 31, Issue 83-88, p1
- ISSN
1068-2341
- Publication type
Article