Teachers and Educational Reforms: Teachers' Response to Policy Changes in England and France.

Autor/inn/en	Broadfoot, Patricia; und weitere
Titel	Teachers and Educational Reforms: Teachers' Response to Policy Changes in England and France.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Education; Educational Change; Educational Policy; Elementary Education; Elementary School Teachers; Foreign Countries; Teacher Attitudes; Teacher Behavior; Teacher Improvement; Teacher Response; Teaching Styles; France; United Kingdom (England) + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Bildungsreform; Politics of education; Bildungspolitik; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Teacher behaviour; Lehrerkommentar; Lehrstil; Unterrichtsstil; Frankreich
Abstract	This paper assesses how French and English elementary school teachers have responded to broad, radical educational policy changes affecting individual teachers and schools. The paper uses findings from two linked studies, the Primary Assessment Curriculum and Experience (PACE) project in England and the Primary Teachers and Policy Change (STEP) project in France, and compares them with base-line data collected as part of the BRISTAIX project in both countries between 1984 and 1987 before the reforms took place. Since reform in France was towards more decentralization and reform in England was towards much greater central control, the paper provides comparative insights into teachers' reactions to imposed changes which challenge their professional assumptions. The analysis concludes that despite some important differences between French and English teachers, for both sets of teachers the reality of change lies not in the adoption of particular pedagogic approaches or working practices but in the more gradual process of evolution in professional ideology itself. In particular teachers have clear but potentially rather different professional ideologies which inform their work. Such teachers' ideologies change over time, and while some change in ideologies is likely to be the result of policy changes, this is likely to be less significant than evolving professional judgment concerning priorities. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC