Teaching excellence awards and their relationship to teaching standards

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In this paper the current status of teaching as a profession and the morale of teachers in Australian schools in the current era provide a framework for an examination of extrinsic teaching excellence awards. The introduction of teaching excellence awards into the school education sector is found to be a reflection of the economic era in which the current education system is situated with the awards process viewed as potentially politically manipulative. Teaching excellence awards are viewed as a way of publicly declaring and measuring teaching standards through the identification and reward of a small number of teachers.A research study carried out in New South Wales (Australia) public schools between 2000 and 2002 suggests that teachers' experiences of, and attitudes towards, teaching excellence awards, range from optimism to negativism, exhilaration to cynicism, and empowerment to constraint. Teachers report concerns over the status of teaching in the community with many also identifying a slump in teacher morale over recent times. This paper provides an opportunity to reflect upon the issues of teacher morale and the status of the teaching profession in the current era in Australian schools while reviewing the teaching excellence awards process and its role in assessing teacher standards.
Original languageEnglish
Title of host publication30th Annual Conference
Subtitle of host publicationTeachers and their educators: standards for development
EditorsM. Snoek, A. Swennen, J de Valk
Place of PublicationAmsterdam
Number of pages5
ISBN (Electronic)9789090209081
Publication statusPublished - 2005
EventEuropean Teacher Educators Association (ATEE) Annual Conference - Amsterdam, Netherlands
Duration: 21 Oct 200526 Oct 2005


ConferenceEuropean Teacher Educators Association (ATEE) Annual Conference


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