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ERIC Number: ED375084
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Teachers and Their Ideologies As Mediators of Change. Primary Assessment, Curriculum and Experience: A Study of Educational Change under the National Curriculum.
Osborn, Marilyn; And Others
This paper reports on findings from a 1990-93 PACE (Primary Assessment, Curriculum and Experience) study concerning the impact of the United Kingdom's Education Reform Act on teachers' professional perspectives and responses to change. Data are drawn from interviews with a national sample of 88 teachers and more intensive classroom study interviews with 9 teachers. The majority of teachers in 1990 felt the impact of the National Curriculum on their work and their role was largely negative, involving more administration, increased planning, and increased stress and anxiety. By 1992 and 1993, these negative feelings had intensified. From 1990 to 1993, an increasing proportion of teachers felt that their strengths and skills and their relationships with children were being eroded by the National Curriculum. However, about one-fifth of teachers saw the National Curriculum as enhancing their skills and providing the opportunity to develop them further. Nearly half the teachers felt a loss of autonomy in pedagogic decision making. A significant minority of teachers felt that a new professionalism involving creative ways of working with children and assessing them was possible, provided they had the confidence to shape the imposed changes to more professionally acceptable ends. Factors which enabled teachers to take control of the changes and selectively adapt them are examined. (Contains 19 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Bristol Univ. (England).
Identifiers - Location: United Kingdom
Identifiers - Laws, Policies, & Programs: Education Reform Act 1988 (England)