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Side-stepping the substantial self: the fragmentation of primary teachers' professionality through audit accountability

Jeffrey, Bob (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.

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Abstract

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.

Item Type: Book Chapter
Copyright Holders: 1999 The Author
ISBN: 0-7507-0915-4, 978-0-7507-0915-6
Keywords: teaching; social aspects of teaching; teachers; social conditions; learning; educational sociology; ethnology
Academic Unit/Department: Education and Language Studies
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 20313
Depositing User: Users 9543 not found.
Date Deposited: 18 Mar 2010 10:41
Last Modified: 15 Nov 2011 10:15
URI: http://oro.open.ac.uk/id/eprint/20313
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