抄録
ABSTRACT
Social Construction of Teacher Identity: A Case of Victoria, Australia
SANADA Satoshi
（Former government school teacher, Victoria, Australia）
Since the Education Revolution in the late 2000s, school education in Australia has gone
through a series of major changes related to standardised curriculum and assessments and
“data-informed” socio-economically pedagogy and policymaking.
This article explores how teacher professionalism, while not clearly articulated, might be
constructed through government interventions and decisions over the past 15 years. By exam
ining the characteristics of Australian teacher standards, current teacher education programs
and broader sociocultural and economic trends that shape competitive incentives placed on Vic
torian schools, the author attempts to articulate what a teacher might be within the dominant
sociological imagination. Through a reflection on his 11 years of career as a teacher and a mid
dle leader in the Victorian education system, the author reasons that the proliferation of nebu
lous yet reductionist discourses of “student outcomes”, “good schools” and “teacher perfor
mance” poses a potential risk to the role of teachers as a social and community profession.
Keywords: Policy, Economic inequity and inequality, Constructionism, Metrics and evaluation,
Teacher education
