The Use and Management of Infant Teachers' Time: Some Policy Issues.

N

25

British National Curriculum; Curriculum Development; Educational Change; Educational Policy; Elementary Education; Elementary School Teachers; Faculty Mobility; Foreign Countries; Preschool Teachers; Quality of Life; Student Evaluation; Teacher Attitudes; Teacher Persistence; Teaching Load; Time Management; Work Environment; Working Hours

United Kingdom (England); United Kingdom (Wales)

The first part of this paper reviews the literature on fundamental issues that relate to the work of teachers as the national curriculum is implemented in the United Kingdom. These issues include: (1) the work day of junior and secondary school teachers; (2) the politics and sociology of teaching; (3) the work of primary school teachers; and (4) teaching under the Education Reform Act of 1988. The second part examines the teaching of infants under the Education Reform Act, factors in teachers' working conditions that hinder or help them in delivering the national curriculum, teachers' perceptions of the teaching of infants, and the impact of teachers' work on their personal and social lives. Policy issues that must be addressed to ensure the success of educational reform in the United Kingdom are identified. Issues that relate to the use of teachers' time include the pressure on teachers' time within the school day and the staffing of primary schools, teachers' work loads, infant teaching as work, and the use of nonteaching assistants. Issues that relate to the delivery of the national curriculum include pupil assessment, the subversion of formative assessment, and class size and management. Issues that relate to teachers' careers include teacher retention and promotion, and teachers' overconscientiousness. A list of 56 references is provided. (SM)

1993

ED354072