No Child Left Behind and the assault on teachers' professional practices and identities

摘要: Abstract This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards “performance” model of official pedagogic discourse. The paper posits that this carries capacity to fundamentally alter teachers' professional practices identities. It examines particularly whether policy has impacted identities pre-service early career teachers, whose training been completed wake Behind, differently than it their veteran counterparts.