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Teachers and Teaching
theory and practice
Volume 27, 2021 - Issue 5
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Research Article

When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers

Anna Sullivana UniSA Education Futures, University of South Australia, Mawson Lakes, AustraliaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3573-631XView further author information
ORCID Icon,
Bruce Johnsona UniSA Education Futures, University of South Australia, Mawson Lakes, AustraliaORCID Iconhttps://orcid.org/0000-0003-1724-7096View further author information
ORCID Icon,
Michele Simonsb School of Education, Western Sydney University, Penrith South, AustraliaORCID Iconhttps://orcid.org/0000-0002-2419-3551View further author information
ORCID Icon &
Neil Tippetta UniSA Education Futures, University of South Australia, Mawson Lakes, AustraliaORCID Iconhttps://orcid.org/0000-0003-3383-6181View further author information
ORCID Icon
Pages 388-403 | Received 19 Apr 2020, Accepted 30 Jul 2020, Published online: 18 Aug 2020

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Read on this site (7)

Craig Skerritt. (2023) A sinister side of student voice: surveillance, suspicion, and stigma. Journal of Education Policy 38:6, pages 926-943.
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Craig Skerritt, Martin Brown & Joe O’Hara. (2023) Student voice and classroom practice: how students are consulted in contexts without traditions of student voice. Pedagogy, Culture & Society 31:5, pages 955-974.
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Emmanuel O’Grady & Geraldine Mooney-Simmie. (2023) Respect as a critical reflexive practice during induction: exploring mentor teachers’ conceptions of respect. Teachers and Teaching 0:0, pages 1-18.
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Marianne Sandvik Tveitnes & Mette Hvalby. (2023) Mentoring Novice Teachers in a Norwegian Context of Inclusive Education. Teachers and Teaching 0:0, pages 1-14.
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Jennifer Gore, Bernadette Rickards & Leanne Fray. (2023) From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development. Journal of Education Policy 38:3, pages 452-473.
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Martin Matthews, Sally Bamber & Luke Jones. (2023) Using found poetry to explore creativity in the professional lives of English teachers. Teachers and Teaching 0:0, pages 1-14.
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Kevin Proudfoot. (2022) Introjected Regulation in Teachers’ Professional Development Motivations. Teachers and Teaching 28:8, pages 1021-1034.
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Articles from other publishers (4)

Leanne Fray, Felicia Jaremus, Jennifer Gore, Andrew Miller & Jess Harris. (2022) Under pressure and overlooked: the impact of COVID-19 on teachers in NSW public schools. The Australian Educational Researcher 50:3, pages 701-727.
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Antonina Levatino, Lluís Parcerisa & Antoni Verger. (2023) Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses. Educational Policy, pages 089590482211420.
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Anna M. Sullivan, Barry Down & Bruce Johnson. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 134 143 .
Tara Ratnam. 2021. Understanding Excessive Teacher and Faculty Entitlement. Understanding Excessive Teacher and Faculty Entitlement 77 101 .

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