Under construction or facing demolition? contrasting views on english teacher professionalism from across a professional association

Abstract

The effects of legislated change on teacher professionalism were researched with members of the Association for the Study of Primary Education (ASPE). Results from a survey and semi-structured interview suggest that many higher education tutors, school practitioners, Local Education Authority (LEA) advisers and inspectors take different stances on teacher professionalism while judging items of legislation in a more pragmatic manner. Supporters and critics of educational ‘reform’ are thought not so far apart in their judgments and opinions as might otherwise be imagined.