Consequently, there is a need for a new approach

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Currently, inspection judgments are based on observations of teachers in their daily work, on records of interviews and reviews of documentation. There are moves towards consideration of an individual’s words, spoken and written, and presentation within an inspection process, with permission to pause if necessary. Nonetheless, such an approach to the inspection and accountability contract between those who hold and exercise the power and who assume a moral responsibility for developing the rules and contracts with which others must comply, continue to encourage a particular approach to trust aligned to the concept of power.

To inspection to avoid unconscionable acts of reason. To borrow from Ball (1997), an inspection process that ignores its own orienting power and organising potential vietnam consumer email list engages in a dangerous and debilitating conceit. Our experience and research highlight that current approaches to inspection are unhelpful. Indeed, ‘many things that are important for education cannot be counted, or added, or ranked because there is no genuine unit of account’ (O’Neill, 2013, p. 14). Inspection is relational and what is required are relational judgments of success. The focus should not be on performance indicators convenient to processes of accountability, but on what teachers actually do and their recognition of their wider relationships. Failure to do this leads to unconscionable acts of reason and the silencing of teachers.GenAI and its pedagogical potential