Restructuring Schools, Reconstructing Teachers

Drawing on wide ranging research, this book explores how the policy changes of recent years are affecting primary teachers and their work. 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, has become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers find new opportunities in the 'new' primary school, many use strategical and micro-political activity in order to cope, while others fall 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 be of particular interest to teachers in primary schools, researchers and policy makers.