Teacher as Technician: semi-professionalism after the 1988 Education Reform Act and its effects on conceptions of pupil identity

Leaton Gray, Sandra (2007) Teacher as Technician: semi-professionalism after the 1988 Education Reform Act and its effects on conceptions of pupil identity. Policy Futures in Education, 5 (2). pp. 194-203.

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Abstract

This article discusses whether the occupational culture of teachers has changed as a consequence of increased managerialism, using as an exemplar some of the routine planning, assessment and reporting procedures in common use in schools in England. The article examines this claim in the light of developments after the 1988 Education Reform Act, which had a profound effect on the way education is delivered in England. It then relates this question to the issue of teacher and pupil identity within the English education system, and concludes that there are dangers with using such frameworks for education, as they can undermine the role of the child as an individual within the schooling process.

Item Type:	Article
Uncontrolled Keywords:	sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Julie Frith
Date Deposited:	09 Jan 2012 16:16
Last Modified:	17 Aug 2023 11:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/35991
DOI:	10.2304/pfie.2007.5.2.194

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