Hoyle: Ambiguity, Serendipity, and Playfulness; The Predicament of the Teaching Profession and the Revival of Professional Authority: A Parsonian Perspective; Under 'Constant Bombardment': Work Intensification and the Teachers' Role; Teacher Professionalization in Hong Kong: Historical Perspectives; Teacher Professional Identity Under Conditions of Constraint; Does the Teaching Profession Still Need Universities?; Professional Development for School Improvement: Are Changing Balances of Control Leading to the Growth of a New Professionalism?
Summary
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 teachersa (TM) work in particular, has brought advantages and disadvantages. It has stimulated teacher development and increased the accountability of teachers to clients a" including the state as client. On the other hand, it has led to the intensification of teachersa (TM) work and to the deprofes
