ABSTRACT
Many current school reforms and change theories start from the assumption that since all is not well with the schools (true), reform and change can only help the situation (false). The assumption is held that the clear enunciation of objectives, backed by a battery of tests, accompanied by accountability strategies, and confirmed by a range of financial incentives and payments by results, will inevitably raise school standards. The teacher is positioned as a key part of this delivery system, but the technical aspects of teacher professionalism are stressed, rather than the professional biography – the personal missions and commitments that underpin the teacher’s sense of vocationalism and caring professionalism.
