Professionalism and the post‐performative teacher: new teachers reflect on autonomy and accountability in the English school system

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Abstract
This paper explores the impact of the increasingly performative nature of the assessment of teachers’ performance in England leading to the introduction of Professional Standards for Teachers in 2007. It reports the findings of a small‐scale study of newly‐qualified primary school teachers in the context of literature on teacher identity, performativity and professional development. It suggests the possible emergence of a ‘post‐performative’ identity; a generation of teachers whose experience as pupils has been of an increasingly performative schooling system. These post‐performative teachers cannot be categorised as either ‘compliant’ or ‘resistant’ to the demands of performative management systems and government initiatives. They are still largely motivated by affective rewards, but have clear career ambitions; they are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these. This paper reflects on the views of these teachers in the light of further developments in master’s‐level qualifications and their possible impact on the shape of professionalism and professional development.

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