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Second tier professionals: English teachers in England

Goodwyn, A. (2001) Second tier professionals: English teachers in England. L1 - Educational Studies in Language and Literature, 1 (2). pp. 149-161. ISSN 1573-1731

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To link to this article DOI: 10.1023/A:1012739412076

Abstract/Summary

The policy context for mother-tongue educators at all levels in England has been dominated by a matrix with four key elements,running along two spectra, one of learning (content↘assessment) and one of teaching (autonomy↘accountability). In each case the trend has been towards increasing external control and decreasing professional autonomy. Whilst some imposed changes have been recognised as intrinsically valuable, the majority are viewed as detrimental to teachers' status and obstructive for students. The research community has been largely marginalised and has had little scope to influence proceedings. A rapidly developing crisis in teacher retention may yet reverse these trends as the government is forced to recognise the long-term implications of their treatment of the profession.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Language and Literacy > First Language and Literacy Research Group
ID Code:29937
Publisher:Kluwer Academic Publishers

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