IOE EPrints

The effects of the national curriculum on infant teachers practice.

Hull, Barbara May. (1996) The effects of the national curriculum on infant teachers practice. PhD thesis, Institute of Education, University of London.

[img]
Preview
Text
__d6_Shared$_SUPP_Library_User Services_Circulation_Inter-Library Loans_IOE ETHOS_ETHOS digitised by ILL_HULL, B.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (3265Kb) | Preview
Official URL: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos...

Abstract

The study seeks to explore the individual responses of six teachers, faced with a major change in their professional lives i.e. the introduction of the national curriculum. Chapter 1 traces the development of infant education and the emergence of teachers of very young children. It begins by exploring the role of governesses and goes on to examine images of infant teachers as they have been revealed through literature. It poses the hypothesis that female primary school teachers have, historically, had constraints on their career development in a way which men have not. Chapter 2 gives an account of the growth of professionalism in teaching over the last 100 years. It continues with the theme of the feminisation of teaching, charting the progress of women's unions, especially those connected with teaching, and developing further the notion of women teachers suffering from low status. Chapter 3 appraises ethnographic approaches and describes in detail the research plan used, involving case-studies. It goes on to evaluate the process of data-gathering with particular reference to the writer's own role. Chapter 4 selects from the data three themes for detailed analysis: assessment, the status of subjects and the relationship between teachers and children. Chapter 5 draws together the theme of feminisation raised in Chapter 1 and relates it to further issues arising from the teachers' situations during the study. It deals with individual responses to change and the effects of stress, in particular the loss of a sense of 'self. It explores the role of ideology as a source of conflict and the perceived powerlessness of teachers. It looks forward to the future role of infant teachers in a 'back to basics' society and puts forward the notion that the skills needed for teaching very young children are not necessarily confined to women.

Item Type: Thesis (PhD)
Additional Information: Thesis: (PhD) University of London 1995..
Depositing User: Batch Import
Date Deposited: 31 Oct 2014 12:51
Last Modified: 04 Nov 2015 14:31
View Record in Library Catalogue: http://ioe.sirsidynix.net.uk/uhtbin/cgisirsi/x/0/0/57/5/3?searchdata1=146965{CKEY}&searchfield1=GENERAL^SUBJECT^GENERAL^^&user_id=WEBSERVER
View Item View Item