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.

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