Professional inspector or inspecting professional? Teachers as inspectors in a new regulatory regime for education in England

Abstract

The advent of a new inspection system in January 2012 has created new challenges for both the teaching profession and for the inspectors of education given the task of implementing it, as the new framework demands increased involvement by serving teachers and head teachers as part of the inspection process. This paper draws on evidence from a current funded research project to examine the implications of engaging current practitioners in the inspection role. It explores the professional values and skills that are required in order to successfully effect the new framework and considers whether these may conflict with professional teaching identities, thus raising the possibility of further tensions in the inspection – and governance – of education in England.

Keywords:

• accountability
• inspection
• governing
• identity
• teaching

Notes

1. Governing by Inspection: School Inspection and Education Governance in Scotland, England and Sweden (ESRC RES 062 23 2241-A and the Swedish Research Council (Vetenskapsrådet). The author acknowledges the support of ESRC.