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dc.contributor.authorBerry, Jon
dc.date.accessioned2015-01-29T13:47:53Z
dc.date.available2015-01-29T13:47:53Z
dc.date.issued2012
dc.identifier.citationBerry , J 2012 , ' Teachers’ professional autonomy in England : are neo-liberal approaches incontestable? ' , Forum , vol. 54 , no. 3 , pp. 397-409 . https://doi.org/10.2304/forum.2012.54.3.397
dc.identifier.otherPURE: 8012863
dc.identifier.otherPURE UUID: 5cddc8eb-e6b1-4324-a7f2-f233b7cf62af
dc.identifier.urihttp://hdl.handle.net/2299/15316
dc.description.abstractThis article is informed by a longitudinal research project undertaken with 22 teachers, four head teachers and two other related education professionals in England between May 2010 and April 2011. Drawing on 50 semi-structured interviews and some related email correspondence, the project investigates this cohort’s view of teachers’ professional autonomy. It takes as its starting point the hegemony of neo-liberal policy and the adoption and reinforcement of this by UK political parties of all persuasions. The outcomes of the project demonstrate that notwithstanding the thrust of such policy – manifested most obviously by the current conversion of increasing numbers of schools to semi-privatised academy status – teachers acknowledge, explicitly or otherwise, the prevalence of performativity and survivalism yet often retain loyalty to the concept of education as a liberal humanist project as opposed to that of a provider of human capital. In short, they manage to cling to a notion of teaching that transcends the demands of the pursuit of measurable standards. They also recognize the central paradox of the current policy ensemble embodied in the inconsistency of rhetoric from government about professional autonomy alongside strong central control and scrutiny. The article goes on to ask whether, given the expressed antipathy on the part of this government and its predecessors towards research informed policy in general, and to qualitative research in particular, it is possible that such voices will be heeded by power. There are clear implications here for teacher education at initial and post-qualification levelen
dc.language.isoeng
dc.relation.ispartofForum
dc.rightsOpen
dc.titleTeachers’ professional autonomy in England : are neo-liberal approaches incontestable?en
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.description.statusNon peer reviewed
dc.identifier.urlhttp://www.wwwords.co.uk/forum/content/pdfs/54/issue54_3.asp#4
dc.relation.schoolSchool of Education
dc.description.versiontypeFinal Published version
dcterms.dateAccepted2012
rioxxterms.versionVoR
rioxxterms.versionofrecordhttps://doi.org/10.2304/forum.2012.54.3.397
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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