Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance |
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| Institution: | 1. Department of Orthopaedic Surgery, Brigham and Women''s Hospital, Harvard Medical School, 75 Francis St, Boston, MA 02115, USA;2. New York Spine Institute, New York University Langone Medical Center, 761 Merrick Ave, Westbury, NY 11590, USA;3. Department of Neurosurgery, Massachusetts General Hospital, 55 Fruit St, Boston, MA 02214, USA;4. Department of Orthopaedic Surgery, Massachusetts General Hospital, 55 Fruit St, Boston, MA 02214, USA;1. Department of Orthopaedic Surgery, Orthopaedic Oncology Service, Massachusetts General Hospital—Harvard Medical School, Room 3.946, Yawkey Building, 55 Fruit St, Boston, MA 02114, USA;2. Department of Orthopaedic Surgery, Orthopaedic Oncology Service, Brigham and Women''s Hospital—Harvard Medical School, 75 Francis St, Boston, MA 02115, USA |
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| Abstract: | There is currently a strong belief in accountability as a policy of action and standardized testing has been implemented in several countries. This article examines tensions that occur in meetings when primary school teachers in Norway discuss national testing, and how these are handled. In particular, tensions revolve around what is seen as internal (teachers' everyday work) and external (policies and practices outside the main frame of teaching). Even though national testing is mainly seen as external to teachers' work, teachers involve in boundary work and reshape professional discourse in order to create relevance and maintain legitimacy following new expectations. |
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| Keywords: | Accountability Boundary work Discourse analysis National testing |
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