SWEEPING PORRIDGE UPHILL: Attempts to Change Teachers' Methods and Attitudes
A major obstacle to genuine curriculum change is the resistance of teachers. As well as the normal human distrust of the new, the particular conditions in which teachers work, and the attitudes commonly found among them, make the process of change in education extremely slow. This resistance is not so pronounced when the changes involve simple matters of curriculum content: most teachers accept with philosophical endurance the whims of examination boards and universities, which determine that a new area of knowledge or body of information is to be added to next year's syllabus. But changes in teaching methods, the organisation of relationships between teacher and pupil, or shifts in perception of educational priorities, are all likely to have a long and difficult birth, which few of them survive.