Educational equity based on teachers’ reflective autonomy (DOI: 10.2436/20.3000.02.50) Autors/ores Xavier Martínez-Celorrio Universitat de Barcelona Paraules clau: teacher autonomy, educational equity, teaching teams, educational change, reflective professionalism, teacher accountability Resum The expansion of accountability has fed the debate on the consequences of what is known as the evaluating state on teachers’ professional autonomy, in which a negative, mistrustful vision has prevailed. However, we should distinguish between two main models of accountability in education: a) the neoliberal model, which promotes the publication of school rankings and pressurises for results; and b) the teacher responsibility model, stemming from internal diagnostic assessments that activate teachers’ reflective autonomy and initiate comprehensive school restructuring and innovation processes. The first model leads to the de-professionalisation of teaching and the steamrolling of its pedagogical authority, while the second model can enhance reprofessionalisation and a renewed sense of the teaching team’s public function. The “genuine school restructuring” movement based on bottom-up changes and innovations is an example of reflective autonomy that incorporates equity as a core objective. However, the educational community knows little about the school effect and teaching effect on equity due to the limited research carried out in Catalonia and erratic educational equity policies.Key words: teacher autonomy, educational equity, teaching teams, educational change, reflective professionalism, teacher accountability.Original source: Revista Catalana de Pedagogia, 14: 119-151 (2018) Descàrregues PDF (English) Publicat 2020-11-04 Número Núm. 10 (2020) Secció Pedagogia Llicència The intellectual property of articles belongs to the respective authors.On publishing articles to the journal Catalan Social Sciences Review (CSSR), authors accept the following terms:Authors assign to Philosophy and Social Sciences Section (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles published in Catalan Social Sciences Review (CSSR).Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.Philosophy and Social Sciences Section declines all liability for the possible infringement of intellectual property rights by authors.The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at http://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.Catalan Social Sciences Review (CSSR) is not responsible for the ideas and opinions expressed by the authors of the published articles.