Standard

Deprofessionalisation as a performance management dysfunction: The case of inclusive education teachers in Russia. / Rubtcova, M.; Pavenkov, O.; Pavenkov, V.; Martianova, N.; Martyanov, D.

In: Asian Social Science, Vol. 11, No. 18, 2015, p. 339-349.

Research output: Contribution to journal › Article

Harvard

Rubtcova, M, Pavenkov, O, Pavenkov, V, Martianova, N & Martyanov, D 2015, 'Deprofessionalisation as a performance management dysfunction: The case of inclusive education teachers in Russia', Asian Social Science, vol. 11, no. 18, pp. 339-349. https://doi.org/10.5539/ass.v11n18p339

APA

Rubtcova, M., Pavenkov, O., Pavenkov, V., Martianova, N., & Martyanov, D. (2015). Deprofessionalisation as a performance management dysfunction: The case of inclusive education teachers in Russia. Asian Social Science, 11(18), 339-349. https://doi.org/10.5539/ass.v11n18p339

Vancouver

Rubtcova M, Pavenkov O, Pavenkov V, Martianova N, Martyanov D. Deprofessionalisation as a performance management dysfunction: The case of inclusive education teachers in Russia. Asian Social Science. 2015;11(18):339-349. https://doi.org/10.5539/ass.v11n18p339

Author

Rubtcova, M. ; Pavenkov, O. ; Pavenkov, V. ; Martianova, N. ; Martyanov, D. / Deprofessionalisation as a performance management dysfunction: The case of inclusive education teachers in Russia. In: Asian Social Science. 2015 ; Vol. 11, No. 18. pp. 339-349.

BibTeX

@article{24d74557862a4a8b978d1eca00bb8b82,
title = "Deprofessionalisation as a performance management dysfunction: The case of inclusive education teachers in Russia",
abstract = "This article examines two important phenomena related to the performance-based assessment challenges of the teaching profession: deprofessionalisation and dealtruisation. Theoretical analyses have allowed us to draw conclusions concerning the trends in the teaching profession, its relations with dealtrusation and deprofessionalisation, and the various contradictions associated with the performance of professionals in their social role during performance-based reforms. Based on Merton{\textquoteright}s methodology of altruism research—and partly debating with modern approaches to deprofessionalisation—we have chosen inclusive education teachers as a special group, which under the influence of dysfunctional performance management requirements became dealtruistic to the greatest extent. In this study, convenience sampling and in-depth interviews have been used. The sample consisted of 57 inclusive education teachers. Data processing was carried out with the use of Corpus Tool 3.1.14. As a result, based on the typology of altrui",
keywords = "Dealtruisation, Inclusive education, Management dysfunction, Performance management, Performance-based educational reforms, Teachers{\textquoteright} deprofessionalization",
author = "M. Rubtcova and O. Pavenkov and V. Pavenkov and N. Martianova and D. Martyanov",
year = "2015",
doi = "10.5539/ass.v11n18p339",
language = "English",
volume = "11",
pages = "339--349",
journal = "Asian Social Science",
issn = "1911-2017",
publisher = "Canadian Center of Science and Education",
number = "18",

}

RIS

TY - JOUR

T1 - Deprofessionalisation as a performance management dysfunction: The case of inclusive education teachers in Russia

AU - Rubtcova, M.

AU - Pavenkov, O.

AU - Pavenkov, V.

AU - Martianova, N.

AU - Martyanov, D.

PY - 2015

Y1 - 2015

N2 - This article examines two important phenomena related to the performance-based assessment challenges of the teaching profession: deprofessionalisation and dealtruisation. Theoretical analyses have allowed us to draw conclusions concerning the trends in the teaching profession, its relations with dealtrusation and deprofessionalisation, and the various contradictions associated with the performance of professionals in their social role during performance-based reforms. Based on Merton’s methodology of altruism research—and partly debating with modern approaches to deprofessionalisation—we have chosen inclusive education teachers as a special group, which under the influence of dysfunctional performance management requirements became dealtruistic to the greatest extent. In this study, convenience sampling and in-depth interviews have been used. The sample consisted of 57 inclusive education teachers. Data processing was carried out with the use of Corpus Tool 3.1.14. As a result, based on the typology of altrui

AB - This article examines two important phenomena related to the performance-based assessment challenges of the teaching profession: deprofessionalisation and dealtruisation. Theoretical analyses have allowed us to draw conclusions concerning the trends in the teaching profession, its relations with dealtrusation and deprofessionalisation, and the various contradictions associated with the performance of professionals in their social role during performance-based reforms. Based on Merton’s methodology of altruism research—and partly debating with modern approaches to deprofessionalisation—we have chosen inclusive education teachers as a special group, which under the influence of dysfunctional performance management requirements became dealtruistic to the greatest extent. In this study, convenience sampling and in-depth interviews have been used. The sample consisted of 57 inclusive education teachers. Data processing was carried out with the use of Corpus Tool 3.1.14. As a result, based on the typology of altrui

KW - Dealtruisation

KW - Inclusive education

KW - Management dysfunction

KW - Performance management

KW - Performance-based educational reforms

KW - Teachers’ deprofessionalization

U2 - 10.5539/ass.v11n18p339

DO - 10.5539/ass.v11n18p339

M3 - Article

VL - 11

SP - 339

EP - 349

JO - Asian Social Science

JF - Asian Social Science

SN - 1911-2017

IS - 18

ER -

ID: 3937696