(1999). Side-stepping the substantial self: the fragmentation of primary teachers' professionality through audit accountability.
In: Hammersley, Martyn ed.
Researching School Experience: Ethnographic Studies of Teaching and Learning.
London: Routledge, pp. 51–58.
From research spanning three projects, Woods and colleagues established a typology of teacher reactions to the intensification of primary teachers' work: enhanced teachers, compliant teachers, non-compliant teachers and diminished teachers (Woods et al., 1997). The 'compliant teacher' category was the largest: 29 teachers from a sample of 64. This chapter investigates, in more detail, the effects of audit accountability on the professional identity of one of those teachers.
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