ABSTRACT
In the last chapter we expressed the Stenhousian view of the curriculum as all of the transactions which actually take place in the classroom and emphasised the inadequacy of any printed material, whether it be a science worksheet or a National Curriculum, to define the curriculum (Stenhouse 1975). At best such material can provide a framework within which the teacher can create the sort of learning she wishes. This is why school departments tend to choose books and other curriculum material which seem to accord well with their current policy rather than material which might bring about radical change. It follows that if one is interested in introducing a new sort of learning the provision of print and other audio-visual material alone, however sophisticated, is unlikely to have a radical effect on teaching practice. For real change some process of teacher induction is required.
