Professional learning communities under test-based accountability: evidence from an Israeli intervention programme

Yariv Feniger, Jenna Goldshtein, Dana Vedder-Weiss

Research output: Contribution to journalArticlepeer-review

Abstract

Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers’ internal motivation and willingness to cooperate with peers to facilitate a joint, self-reflective inquiry process of pedagogical improvement. The Israeli education system has adopted TBA policies. To determine how this affects a professional learning programme focused on reflective inquiry, we analysed staff discussions recorded in 180 PLC meetings in 17 schools. The study suggests that TBA not only narrows the curriculum and the repertoire of pedagogical practices used by teachers but also constrains the ability of teacher professional learning to counterbalance these negative consequences.

Original languageAmerican English
Pages (from-to)1-20
JournalJournal of Education Policy
DOIs
StatePublished - 31 Aug 2023

Keywords

  • Israel
  • TBA
  • professional learning communities
  • standardised tests
  • teacher professional development

All Science Journal Classification (ASJC) codes

  • Education

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