Abstract
Groups of academics, school practitioners, L.E.A. advisers and consultants — members of the Association for the Study of Primary Education — were interviewed about how legislated change is affecting teacher (primary-school) professionalism. A range of views was expressed, though three tacit theories of teacher professionalism were found to dictate many opinions. Most people believe that professional associations and other interested bodies need to work jointly to remedy public misperceptions of teaching generally and primary school teaching especially.
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