Dilemma and resolution: primary school teachers look beyond Dearing

ABSTRACT

During an hiatus in reform created by the implementation of Sir Ron Dearing's revisions of the English/Welsh National Curriculum, forty primary school practitioners were interviewed about the way their jobs have changed over recent years, and whether the recent SCAA revisions address their difficulties. They were asked about relationships with colleagues, pupils, parents and inspectors and given the opportunity to advise on the way ahead. Their responses were analysed as five practical dilemmas summarized under two headings: (1) whether to embrace the trend towards standardization and central control built into the ERA or try to adapt its changes towards the diverse, individualistic (child-centred) ethos of British primary schools; (2) whether to work for co-operation with others in the face of challenges or compete for resources and clientele. Practitioners were found, generally, to interpret reforms in ways allowing them to retain their current personal philosophies and practices, while preferring co-operative to competitive modes of relationship with colleagues, pupils, parents and inspectors.

KEYWORDS:

• English/Welsh National Curriculum
• Dearing
• primary schools
• teaching and learning