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.

DOI: https://doi.org/10.4324/9780203979051-4

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.

Viewing alternatives

Metrics

Public Attention

Altmetrics from Altmetric

Number of Citations

Citations from Dimensions
No digital document available to download for this item

Item Actions

Export

About