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Direct linkDaliri-Ngametua, Rafaan; Hardy, Ian; Creagh, Sue – Cambridge Journal of Education, 2022
This paper explores how trust in teacher professional judgment has been reconstituted through the globalised trends of performative accountability and reductive data-driven logics. The article draws upon empirical research from interviews with teachers and school leaders as well as observations of teacher preparation days, classroom and staff…
Descriptors: Trust (Psychology), Professional Autonomy, Data, Accountability
