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Title: Teachers and the implementation of change : the careers of five women teachers examined through the stories of their professional lives
Author: Hendy, Lesley Mary
ISNI:       0000 0001 3553 2398
Awarding Body: University of Sussex
Current Institution: University of Sussex
Date of Award: 2007
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Much educational literature is concerned with the implementation ofchange and explores the reasons that change has not happened at the pace set by successive Governments. Many questions are raised about the process ofpolicy change, how schools can effect school improvement, the role of Continuing Professional Development and the effectiveness ofInitial Teacher Training: . However, all these issues impinge on both the personal and professional lives of teachers and without engagement with the experiences, convictions and practices of individual teachers, understanding the change agenda is problematic. Ifwe are to understand educational change then research into these areas ofteachers' lives is essential. That is the purpose ofthis thesis. In this thesis qualitative methods ofresearch were used to inquire into the professional stories of five women teachers whose teaching careers span the last forty years from the Plowden Report in 1967 to the present day. This thesis addresses how their training and experiences as professional teachers have shaped their teaching lives and their ability to manage change. With reference to recent research literature on educational change and narrative inquiry it investigates how a small sample ofwomen teachers are coping with the centrally instigated reform agenda that can appea~ to put in tension deeply held convictions with new ways ofteaching. The story ofthe author is also bound up with those ofthe teachers interviewed and was integrated into the text. The main focus of the thesis is on how new ideas, imposed on schools from 'outside-in', are received, acted upon and put into practice by teachers. The research examines not only the journey of new initiatives in a school setting from introduction to use in the classroom but also the effect this has on the participants who have to implement them. Teachers portrayed the change agenda as taking place despite them rather than inviting them to be part ofthe reform process. They adapted and justified their practice to fit their own ethos. There was evidence that implementation depended greatly on whether the knowledge was new to them or was building on their previous experience. From the findings implications are drawn for the training and professional development of teachers.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available