ABSTRACT

Changes to education policy in England since 2010 have led teachers to reflect on what and how they teach. This paper presents original data exploring how a small selection (n = 10) of Heads of English in some English secondary schools are accommodating policy changes. Ball’s analytic framework developed to explore neoliberal policy enactment in education is used to reveal how Heads of English might be at odds with recent policy changes, particularly regarding the range of text choices in available for examination studies, but are using their limited agency to accommodate their values in practice. This research shows how these Heads of Department are generally positive and confident in their approach to teaching English.

摘要

自 2010 年以来英格兰教育政策的变化促使教师反思他们的教学内容和方式。本文提供了原始数据，探讨了一些英语中学的一小部分英语负责人( n = 10)如何适应政策变化。Ball 为探索教育中的新自由主义政策制定而开发的分析框架被用来揭示英语主管如何与最近的政策变化不一致，特别是关于可用于考试研究的文本选择范围，但正在利用他们有限的代理来适应他们的实践中的价值观。这项研究表明，这些系主任普遍对他们的英语教学方法持积极态度和信心。