ABSTRACT
When we began teaching some 20 years or so ago ‘change’ was usually about working with new curriculum materials prepared by national or local agencies. Occasionally it may have meant trying out a new teaching strategy. In either case, most of these changes were ad hoc, self-determined, single innovations which by and large individual teachers decided to work on by themselves. More recently there has not been the luxury of choice. In this country as elsewhere, the change agenda has increasingly been set by national politicians, rather than educationalists. With the centralization of educational reform, teachers have seemingly lost control of change.
