Problems and prospects for primary school teacher-professionalism

Abstract

Groups of academics, school practitioners, L.E.A. advisers and consultants — members of the Association for the Study of Primary Education — were interviewed about how legislated change is affecting teacher (primary-school) professionalism. A range of views was expressed, though three tacit theories of teacher professionalism were found to dictate many opinions. Most people believe that professional associations and other interested bodies need to work jointly to remedy public misperceptions of teaching generally and primary school teaching especially.

Additional information

Notes on contributors

Peter Silcock

Peter Silcock is Visiting Professor of Education at the University of Hertfordshire, and National Chair of the Association for the Study of Primary Education.