Restructuring Schools, Reconstructing Teachers Responding to Change in the Primary School
Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the ‘new’ primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers’ own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.
Acknowledgements. Introduction. 1. Restructuring and the Growth of Constraint 2. Collaborating Under Constraint 3. Tensions in the New Teacher Role 4. Making the New Headteacher Role 5. The Catharsis of Inspection: Normalizing, Confirming and Reconstructing Self 6. A Price of Change: Teacher Stress and Burn-Out. References. Name Index. Subject Index.