Exploring the Importance of Teachers' Institutional Structure on the Development of Teachers' Standards of Assessment in Belgium

Abstract

While a large body of research has focused on the effects of teachers' educational standards and/or expectations of different types of pupils related to pupils' ability, race/ethnicity, gender, and/or social class, there has been much less research on how such standards/expectations are formed by teachers' institutional structure. Previous research on the impact of institutional factors on teachers' pedagogy and curriculum has suggested the usefulness of a particular embedded, ecological model in studying the development of teachers' standards/expectations of pupils. This article uses ethnographic data gathered from one Belgian (Flemish) multicultural vocational and technical education school to illustrate the usefulness of this conceptual framework for studying the development of teachers' standards of assessment of pupils. The conclusion discusses implications for future research on the development of teachers' standards and/or expectations of pupils.

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