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**An aspect of teaching that I am interested in making more effective is..…

- - - - Moore and Clark (2016) “Teachers who are broadly supportive of central education policy at the present time;teachers who substantially reject or resist key aspects of central policy… teachers who are unhappy with key aspects of central policy but feel they have no option other than to go along with it…”Moore, A. & Clarke, M. (2016) ‘Cruel optimism’: teacher attachment to professionalism in an era of performativity, Journal of Education Policy, 31:5, 666-677
      - • Moore and Clarke argue that in the pursuit of professionalism, modern teachers have to sacrifice their own values and methods
      - • "Teachers are ‘largely driven to their chosen profession by a desire to do their best for young learners and, more broadly, to contribute something positive to society – most commonly, by helping to promote greater equality of opportunity for young people – even though they might not always share the same ideas with one another, or indeed with central government, regarding how best to go about this. ‘ Pg. 667
      - • ‘A problem for many teachers in our studies was that they felt that what they were being instructed to do by official policy was at odds with their own deeply held view of what public education was fundamentally for. ‘
      - • ‘Such teachers felt that they were being impelled to, as one respondent put it, ‘get students through a system’ – most notably, helping their students to achieve good results in national end-of-course public examinations, whose own rationale required the success of some students and the relative failure of others – that they personally believed to be intrinsically faulty or unfair, or as simply serving to perpetuate socio-economic inequalities in the wider world. ‘
      - • We suggest that currently this occupational professionalism is being ousted in public education policy by a different understanding of professionalism that originates with policy makers and managers, that involves hierarchical authority and accountability (Evetts, 2009)
      - • as Bullough (1997) believes, teacher identity ‘is of vital concern to teacher education; it is the basis of meaning making and decision making’ (p. 21).
    - - Honesty / ingegrity / confidentiality / social media
    - - School policy on dress code / business like / piercings and visible tattoos
    - - Respect / enthusasism / positive attitude / positive body language
    - - Being accountable / responsibility / punctuality / high quality work / being on phone
  - - - But was this just a result of me not being confident with my own identity? Or own capabilities?
- - - - Maths ROLO (1) "S8d – acted well upon advice about how to teach the lesson. "
      - S7a – clear rules of participation given to pupils and clear difference between whole class responses and when children needed to listen.
- - - -  This approach to subjectivity offers an understanding of some of the pressures teachers are subject to: the complexity and ambiguity of the norms themselves makes the task of learning rules correspondingly difficult, and the openness to ambiguity and lack of control over interpretation makes enacting them equally challenging. Pg 189