ABSTRACT
This chapter reports on findings from the first and second phases of the PACE study carried out between 1990 and 1993 concerning the way in which the multiple innovations resulting from the Education Reform Act were impacting upon teachers’ professional perspectives and responses to change. The data presented here are drawn from three rounds of interviews with a national sample of teachers in eight regions of England and three rounds of more intensive ‘classroom study’ interviews with the nine teachers who were currently teaching our PACE ‘study children’. A detailed discussion of the research design can be found elsewhere (Pollard et al., 1994).
