The world-wide reform movement has now been in process for thirty
years and it is therefore perhaps an appropriate point to consider
its implications for the work of teachers thus far and to ponder on
the future. It would be widely agreed that the reform movement in
general, and in relation to teachers' work in particular, has
brought advantages and disadvantages. It has stimulated teacher
development and increased the accountability of teachers to clients
- including the state as client. On the other hand, it has led to
the intensification of teachers' work and to the
deprofessionalisation as well as professionalisation of teachers.
Moreover, it has increased the power of managerialism over the
influence of professionalism.This book addresses these issues from
different perspectives and in relation to different contexts.
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