The Meaning of Infant Teachers' Work (Teaching As Work Project)

Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
CONTENTS......Page 6
ILLUSTRATIONS......Page 8
FOREWORD......Page 10
ACKNOWLEDGEMENTS......Page 12
Part 1 INTRODUCTION......Page 14
BACKGROUND TO THE RESEARCH......Page 16
HOW SIGNIFICANT ARE OUR INTERVIEWEES’ VIEWS?......Page 19
TEACHERS’ WORK AND EDUCATIONAL CHANGE......Page 22
1 TIME SPENT ON WORK......Page 24
Teaching......Page 25
Preparation......Page 28
Administration......Page 30
Professional development......Page 31
Other activities......Page 32
DIFFERENCES BETWEEN WORKLOADS OF TEACHERS OF PUPILS IN YEAR 2 AND OTHERS......Page 33
ONE TO ONE COMPARISON: 1990–91......Page 40
Part II THE PICTURE FROM THE INTERVIEWS......Page 46
2 PERCEPTIONS OF THE NATIONAL CURRICULUM......Page 48
THE NATIONAL CURRICULUM: PRINCIPLES AND VALUES......Page 49
Curricular coherence and entitlement......Page 51
Approval in principle......Page 52
Overall design......Page 53
Appropriateness and manageability of the curriculum......Page 58
WHAT THE NATIONAL CURRICULUM WOULD LEAD TO......Page 62
Perceived likely effects on teachers as professionals......Page 63
Content......Page 66
Teaching methods......Page 69
Anticipated effects on pupils......Page 70
SUMMARY......Page 71
THE BACKGROUND......Page 72
OVERLOAD......Page 74
RESENTMENT OF TIME SPENT ON TESTING......Page 76
STRESS AND ANXIETY......Page 77
IMPACT ON CLASSROOM ORGANISATION AND LEARNING......Page 79
THE BENEFITS OF TESTING......Page 82
PUPILS’ LEARNING......Page 83
IN-SCHOOL SUPPORT......Page 84
FAIR TESTING?......Page 86
PERCEIVED INFLUENCES ON TEST PERFORMANCE......Page 87
QUESTIONING PROFESSIONAL JUDGEMENT......Page 90
SUMMARY......Page 91
CENTRALLY INITIATED MANAGEMENT OF CHANGE......Page 92
Speed of implementation......Page 93
Poor communication......Page 94
Frequent modification......Page 97
Inadequate resourcing......Page 99
LOCAL AUTHORITY-INITIATED MANAGEMENT OF CHANGE......Page 101
SCHOOL-INITIATED MANAGEMENT OF CHANGE......Page 104
Collegiality......Page 105
Leadership......Page 106
SUMMARY......Page 109
The ‘head-in-the-sand’ approach......Page 110
The ‘paying lip-service’ approach......Page 111
The ‘common-sense’ approach......Page 113
The ‘by the book’ approach......Page 114
Adjusting the teacher’s role......Page 116
Science......Page 121
Technology......Page 122
Mathematics......Page 123
Curricular balance......Page 124
ADJUSTING CURRICULUM DELIVERY......Page 125
Organising children......Page 126
Organising the curriculum......Page 131
SUMMARY......Page 134
TWO MAIN CHARACTERISTICS......Page 136
The running commentary syndrome......Page 137
Loss of control over time......Page 140
Reduction of pleasure......Page 141
The bureaucratisation of working time......Page 143
The mismanagement of time in school......Page 145
Mismanagement of time in in-service training......Page 148
Mismanagement of time in assessment and recording......Page 150
Directed time......Page 153
Personal time......Page 155
THE OVER-CONSCIENTIOUS AND THE SANE......Page 157
SUMMARY......Page 162
7 STRESS......Page 164
TEACHER STRESS......Page 165
COPING STRATEGIES......Page 167
Reorganisation of routine......Page 168
Re-prioritisation......Page 169
Palliatives......Page 170
Putting things into perspective......Page 171
Putting work into perspective......Page 172
Finding moral support......Page 174
LIVING UNDER PRESSURE......Page 175
TOWARDS BURN-OUT......Page 177
Revised career aspirations......Page 178
Weakened professional identity......Page 179
Enough is enough......Page 181
SUMMARY......Page 182
Part III CHANGING TEACHERS’ WORK?......Page 184
INTRODUCTION......Page 186
MORALE AND JOB SATISFACTION: DEFINITIONS AND DISTINCTIONS......Page 187
DETERMINANTS OF TEACHER MORALE AND SATISFACTION......Page 189
Jane......Page 192
Brenda......Page 194
Ann......Page 198
Kathy......Page 200
PATTERNS OF MORALE AND JOB SATISFACTION......Page 202
DILEMMA ANALYSIS: A BRIEF OUTLINE......Page 206
TEACHERS’ PROFESSIONAL ROLE......Page 208
Undermined confidence......Page 211
THE ENGINEERED CRISIS IN EDUCATION......Page 212
Discussion......Page 215
THE ISSUE OF PROFESSIONAL AUTONOMY......Page 216
INTRODUCTION......Page 220
Research on time allocation: the ‘basic’ instinct......Page 221
Commentary: technical issues......Page 222
Commentary: substantive issues......Page 223
POLICY GUIDANCE ON TIME ALLOCATIONS AT KEY STAGE 1......Page 225
Explanations......Page 227
Teaching science......Page 229
Change in assessment practice......Page 231
CONCLUSION......Page 234
Appendix I DETAILS OF PARTICIPATING TEACHERS......Page 236
INTRODUCTION......Page 244
Start the interview proper by saying:......Page 245
2. PREPARATION/MARKING......Page 248
4. ADMINISTRATION......Page 249
5. OTHER ACTIVITIES......Page 250
BIBLIOGRAPHY......Page 252
AUTHOR INDEX......Page 264
SUBJECT INDEX......Page 268