Constructs of teacher professionalism within a changing literacy landscape

Research output: Contribution to journalArticle

Abstract

This paper argues that the work of teachers in England's primary schools has been reconstructed. It is proposed that the literacy curriculum has been a major factor in this reconstruction. The paper suggests that the purposes of literacy today have been determined by policy makers, and that the nature of policy texts has changed, hardened, into specific requirements. It argues that the role of the policy driver has been fundamental in this era, influential in the contexts of policy making, policy text production and teacher training. The paper develops by proposing that there is an emerging model of professionalism today largely determined by two key figures: the Policy Driver, and the Practice Driver, or Headteacher. These two figures are at the meeting place of policy and practice and assume the mantle of ‘reality definers’ for the process of literacy education in English primary schools.
Original languageEnglish
Pages (from-to)141-148
Number of pages8
JournalLiteracy
Volume38
Issue number3
Early online date29 Oct 2004
DOIs
Publication statusPublished - Nov 2004
Externally publishedYes

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literacy
driver
primary school
teacher
teacher training
reconstruction
curriculum
professionalism
Literacy
Professionalism
education
Primary School

Cite this

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title = "Constructs of teacher professionalism within a changing literacy landscape",
abstract = "This paper argues that the work of teachers in England's primary schools has been reconstructed. It is proposed that the literacy curriculum has been a major factor in this reconstruction. The paper suggests that the purposes of literacy today have been determined by policy makers, and that the nature of policy texts has changed, hardened, into specific requirements. It argues that the role of the policy driver has been fundamental in this era, influential in the contexts of policy making, policy text production and teacher training. The paper develops by proposing that there is an emerging model of professionalism today largely determined by two key figures: the Policy Driver, and the Practice Driver, or Headteacher. These two figures are at the meeting place of policy and practice and assume the mantle of ‘reality definers’ for the process of literacy education in English primary schools.",
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Constructs of teacher professionalism within a changing literacy landscape. / Bryan, Hazel.

In: Literacy, Vol. 38, No. 3, 11.2004, p. 141-148.

Research output: Contribution to journalArticle

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