Perspectives on the standards agenda: exploring the agenda's impact on primary teachers' professional identities
Abstract
This study aimed to investigate teachers' perspectives on the practical implementation of the standards agenda and its impact on their professional identities. Q-methodology was used alongside semi-structured interviews with UK primary school teachers. The study explored the views of 25 teachers in six schools, selected through purposive sampling to give a range of individual and institutional demographics. Teachers in this research commented on the impact the standards agenda has had on parental and societal judgements that affect their identity as professionals. Teachers held differing positions on whether they experienced constraint or flexibility when implementing standards objectives. These differing positions were mainly influenced by whether they taught above or below Year 3. Teachers who found flexibility in the agenda's objectives had less occupational stress and increased ownership of their own actions and the standards agenda. Teachers' positions were complex and changed according to situational influences at a classroom level.Citation
Brown, Z., Manktelow, K., (2016) 'Perspectives on the standards agenda: exploring the agenda's impact on primary teachers' professional identities', Education 3-13, 44 (1) p68-80Publisher
Taylor and FrancisJournal
Education 3-13Type
Journal articleLanguage
enISSN
0300-4279ae974a485f413a2113503eed53cd6c53
10.1080/03004279.2015.1089920
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