ABSTRACT
Ball and Goodson have argued that in the rapidly changing ‘climate of schooling’ we need to ‘map the teachers’ changing perception of their work; the delicate balance between teaching and life’ (Ball and Goodson, 1985, p. 24). This chapter presents some of the interim results of a project aimed at developing an approach to the study of change in everyday classroom practice which takes account of this need.1 Apart from aiming at an ethically viable and methodologically sound approach, the intention was to contribute to the development of a perspective which allows links to be made between three levels of analysis:
— micro-level analyses of a specific teacher’s practices; — meso-level analyses of specific institutions (e.g., a school, an LEA); — macro-level analyses of those processes which (in a specific society and
period) structure the education system.
