ABSTRACT
Teachers’ sense of fulfilment from their work reduced but they increasingly developed, and valued, collaborative relationships with other colleagues. Relationships with parents continued much as before, though there was concern about the effects of publication of assessment data. Such values are fundamental to decisions about curriculum, teaching approaches and the sorts of outcomes that are intended from educational processes. Messages about educational values are either given explicitly in statements of educational aims or implied by decisions about curriculum, assessment and pedagogy. While the former emphasized the teacher’s professional skills, judgement and understanding in promoting learning, the latter tended to devalue the professional pedagogic skills of the teacher by implying that the ‘delivery’ of the curriculum was largely unproblematic.
