ABSTRACT
This chapter presents empirical data on practitioners’ interpretations of childcentred policy. The purpose of this data analysis is to identify commonalities, complexities and variations in teachers’ reconstructions of official policy in a setting where traditional teaching has been securely embedded within the dominant ‘cultures of teaching’ (Hargreaves, 1994, 1992; Lieberman, 1990). In keeping with the postmodern perspective adopted throughout this text, representation of their intentions acknowledges the influences of competing traditions of teaching.
