This article explores practices of control of teachers that have been initiated by New Public Management and the trend to learnification within contexts of low-stakes accountability. Using Foucault\u27s notion of governmentality as a theoretical lens, it asks about the transformations of technologies by which teachers are supervised and guided. It argues that also within low-stakes conditions, bureaucratic supervision of the disciplining society gives way to indirect technologies of control. Even though teachers manage to adhere to their routines in the absence of serious sanctions, the emerging regimes of control shape their subjectivities. (DIPF/Orig.
