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Teachers and Education Policy: Roles and Models

Paul Croll, Dorothy Abbott, Patrica Broadfoot, Marilyn Osborn and Andrew Pollard
British Journal of Educational Studies
Vol. 42, No. 4 (Dec., 1994), pp. 333-347
DOI: 10.2307/3121675
Stable URL: http://www.jstor.org/stable/3121675
Page Count: 15
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Teachers and Education Policy: Roles and Models
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Abstract

Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement in the former. A model of teachers as resisting change has been put forward both by those most opposed to and those most supportive of current educational policy developments. Finally, a model of teachers as policy makers in practice is proposed to describe the way in which the reality of teaching situations can lead to the independent actions of individual teachers having systematic policy effects. The applicability of these models is considered in the context of contemporary educational changes drawing on empirical research evidence, in particular that of the PACE (Primary Assessment Curriculum and Experience) study of the implementation of the National Curriculum at KS1 and KS2.

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