ABSTRACT
This chapter draws upon questionnaires, semi-structured interviews, and observation of primary school teachers in England and France. It investigates some of the factors influencing their readiness to develop as learners, to take on new ideas and to respond to them, particularly in the context of policy change, as well as examining teachers’ implicit beliefs about what is appropriate in order to facilitate children’s learning. Previous research on primary teachers in England and France suggests that the national context of the two education systems, and national cultural traditions may have an important influence on what is seen as possible by teachers and may act as a further barrier to, or a facilitator of learning. Of particular interest are the comparisons of data collected before and after recent educational reforms in both countries. One aspect of cultural difference, influenced by the policy changes in both countries, is the extent to which teachers see themselves as collaborative, as opposed to solitary, learners. In general, Osborn shows how the policy changes have led to change in teachers’ implicit theories of knowledge, teaching and learning, leading in turn to a shift in their attitude to their own professional development. The chapter has clear links with the other contributions to the book that have a cross-cultural dimension: Chapter 6 by Elisabeth Lazarus and Chapter 9 by Terry Atkinson especially.
