Éducation et sociétés 2009/1 No 23
Journal article

The Teachers of Tomorrow: An Anglo-Saxon Perspective on Restructuring the Professional Lives and the Knowledge of Primary Teachers

Pages 153 to 168

Cite this article

  • GOODSON, Ivor
  • and NORRIE, Caroline,
2009. The Teachers of Tomorrow: An Anglo-Saxon Perspective on Restructuring the Professional Lives and the Knowledge of Primary Teachers. Éducation et sociétés, 2009/1 No 23, p.153-168. DOI : 10.3917/es.023.0153. URL : https://shs.cairn.info/journal-education-et-societes-2009-1-page-153?lang=en.
  • Goodson, Ivor.
  • et al.
« The Teachers of Tomorrow: An Anglo-Saxon Perspective on Restructuring the Professional Lives and the Knowledge of Primary Teachers ». Éducation et sociétés, 2009/1 No 23, 2009. p.153-168. CAIRN.INFO, shs.cairn.info/journal-education-et-societes-2009-1-page-153?lang=en.
  • Goodson, I.
  • and Norrie, C.
(2009). The Teachers of Tomorrow: An Anglo-Saxon Perspective on Restructuring the Professional Lives and the Knowledge of Primary Teachers. Éducation et sociétés, 23(1), 153-168. https://doi.org/10.3917/es.023.0153.

https://doi.org/10.3917/es.023.0153

Abstract
Authors

Cite this article

  • Goodson, I.
  • and Norrie, C.
(2009). The Teachers of Tomorrow: An Anglo-Saxon Perspective on Restructuring the Professional Lives and the Knowledge of Primary Teachers. Éducation et sociétés, 23(1), 153-168. https://doi.org/10.3917/es.023.0153.
  • Goodson, Ivor.
  • et al.
« The Teachers of Tomorrow: An Anglo-Saxon Perspective on Restructuring the Professional Lives and the Knowledge of Primary Teachers ». Éducation et sociétés, 2009/1 No 23, 2009. p.153-168. CAIRN.INFO, shs.cairn.info/journal-education-et-societes-2009-1-page-153?lang=en.
  • GOODSON, Ivor
  • and NORRIE, Caroline,
2009. The Teachers of Tomorrow: An Anglo-Saxon Perspective on Restructuring the Professional Lives and the Knowledge of Primary Teachers. Éducation et sociétés, 2009/1 No 23, p.153-168. DOI : 10.3917/es.023.0153. URL : https://shs.cairn.info/journal-education-et-societes-2009-1-page-153?lang=en.

https://doi.org/10.3917/es.023.0153

French
English

This paper reviews the evolution of the primary teaching profession in England. It uses a narrative approach to explore how primary education has been restructured and the effects of this on teachers and their professional identities and knowledge. The data used in this paper were produced as part of an EU-funded research project. Analysis of global and national policy discourses were juxtaposed with individual teachers’ work life narratives. This highlighted how the profession of primary school teacher has been reconfigured in England, going from traditional, to questioned, to being reframed today. This paper explores how the teachers of tomorrow will differ from those of previous generations and how this has been brought about in the English context.

Uploaded: 01/03/2010

https://doi.org/10.3917/es.023.0153

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