This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault’s conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a starting point to redefine the efficacy of teaching practices. By examining teaching practices through data obtained from interviews and classroom observations at a further education college, this article justifies disrupting our current common sense by which quality is defined in the landscape of educational policies and research. It is necessary, first, to try to unsettle the so-called discourse of evidence-based teaching, resulting in the production and dissemination of universalised pedagogical forms. By exploring how ecological factors affect institutional hierarchies and influence teaching practices, I challenge the notion that power relations in education are solely one-directional and oppressive. Insights from theory and teaching practices suggest that there are new forms of power at play, drawing attention to the concept I refer to as ‘transphenomenal awareness', and offering a more profound understanding of the significance of transcending the confines of pedagogical determinism that presently guides educational policymaking.

中文翻译：

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“勾选框只是勾选框”：提出循证教学的问题并通过复杂性的视角探索可能性的空间

本文旨在提供一个新的范式来质疑如何理解和评估教学实践的质量和卓越性。通过将复杂性理论的思想与米歇尔·福柯的多态相关性概念相结合，我认为，摆脱产生还原主义评价的思维形式可以成为重新定义教学实践有效性的起点。通过从继续教育学院的访谈和课堂观察中获得的数据来检验教学实践，本文证明了颠覆我们当前在教育政策和研究领域中定义质量的常识。首先，有必要尝试动摇所谓的循证教学话语，从而产生和传播普遍化的教学形式。通过探索生态因素如何影响制度等级和教学实践，我对教育中的权力关系仅仅是单向的和压迫性的这一观念提出了挑战。来自理论和教学实践的见解表明，有新的权力形式在发挥作用，引起人们对我所说的“超现象意识”的概念的关注，并提供了对超越目前指导的教学决定论的局限性的更深刻的理解。教育政策制定。