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It applies Labour Process theory to explain how teachers’ work and professionalism are being reshaped. The discussion highlights England and Wales trends, including curricular specification, expanded testing, managerialism, and increased monitoring, alongside concerns for stress and declining morale.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/theorising-changes-in-teachers-work/597392/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/theorising-changes-in-teachers-work/597392.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What recurrent themes in teachers’ work does the article highlight?","Question",{"text":112,"@type":113},"It focuses on intensification of work, increased central control, diminished professional autonomy, and fears about teachers being deskilled.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article use Labour Process theory?",{"text":117,"@type":113},"It uses Labour Process theory to interpret how teachers’ work and professionalism are changing over time.",{"name":119,"@type":110,"acceptedAnswer":120},"Which trends in England and Wales illustrate these changes?",{"text":121,"@type":113},"The article points to national curriculum and strategy-driven lesson structures, increased testing, managerialism and bureaucracy, performance management, monitoring, and professional standards tied to career stages.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597392,1792170821,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Theorising Changes in Teachers’ Work  \nBy Christine Hall, University of Nottingham  \nAbstract  \nThis article discusses recurrent themes in the literature about teaching in developed countries: the intensification of work, increased central control, diminished professional autonomy, and fears about the deskilling of teachers. Labour Process theory is used to consider how we might understand the ways in which teachers' work and professionalism are changing.  \nIntroduction  \nWhen teachers in England talk about their work, their concerns are predictable. They talk about the fact that there doesn’t seem to be enough time to cover what is expected, let alone time to follow up interesting lines of thought or explore new ideas with their classes. They feel that their freedom to make decisions about their work has been constricted. They worry about dealing with increasingly difficult behaviour from pupils. They are concerned about the image of teachers in the media and an apparently generalised lack of respect for their work. They talk about increased managerialism, paperwork and bureaucracy in schools. They talk about the amount of testing and number of examinations they have to prepare pupils for. They talk about rising levels of stress, reduced leisure time and, often, express a sense that much of the fun or enjoyment has gone from their work.  \nThese themes – somewhat differently expressed – recur throughout the literature on teachers’work. Kevin Harris, for example, argues that  \nThe present history of teachers in much of the Western world has become one of decreased status and control with relation to educational issues, loss of autonomy, worsening of conditions, loss of purpose and direction, destruction of health, increased anxiety and depression, lowering of morale, and, despite a continued proliferation of policy rhetoric to the contrary, subjugation to increasing government and other external controls of schooling and curricula. The initiatives currently being imposed on teachers are serving, at one and the same time, to reduce the professional knowledge and critical scholarship which teachers bring to their work, and to decrease the political impact that teachers might bring to bear through their instructional activities. (Harris, 1994:5)  \nThere is widespread agreement amongst educational commentators about current trends in teachers’ work in developed countries (for example Apple, 1982, 1986, 1988, 1996; Gee and Lankshear, 1995; Goodson and Hargreaves, 1996; Hargreaves, 1994, 1995; Harris, 1994; Larson, 1980; Lawn, 1996; Robertson, 1994, 1996; Seddon, 1996, 1997; Smyth et al, 2000; Troman, 2000) . These trends include:  \n• teachers’ diminishing power to determine the curriculum they teach and how they teach it;  \n• a new emphasis on teachers’managerial and administrative role with pupils and with other adults working in school;  \n• changing pay structures, and a dismantling of union-won agreements;  \n• changing conditions of service and new regulatory controls over competence and behaviour.  \nThese trends are easily illustrated by the legislative and cultural changes to teachers’ work in England and Wales. Since the introduction, in 1988, of a national curriculum which identified broad areas of curriculum content, there have been national projects – most notably, the Literacy and Numeracy Strategies in primary schools and the Key Stage 3 Strategy in secondary schoolswhich have specified subject content in considerable detail, recommended teaching strategies and strongly advocated particular lesson structures and divisions of time. Although not mandatory in school, it is a requirement that teachers in training should demonstrate competence in implementing these national strategies. Within schools, a hierarchy of curriculum subjects (with English, mathematics and science at the pinnacle) has been established, whilst certain subjects, such as modern languages and design technology have seen their star both wax and wane withi","cbCaiqlrjk51T1WU","https://ap.wps.com/l/cbCaiqlrjk51T1WU","pdf",66520,14,"English","# Introduction\n## Recurrent themes in teachers’ work\n## Policy and legislative trends in England and Wales","[{\"question\":\"What recurrent themes in teachers’ work does the article highlight?\",\"answer\":\"It focuses on intensification of work, increased central control, diminished professional autonomy, and fears about teachers being deskilled.\"},{\"question\":\"How does the article use Labour Process theory?\",\"answer\":\"It uses Labour Process theory to interpret how teachers’ work and professionalism are changing over time.\"},{\"question\":\"Which trends in England and Wales illustrate these changes?\",\"answer\":\"The article points to national curriculum and strategy-driven lesson structures, increased testing, managerialism and bureaucracy, performance management, monitoring, and professional standards tied to career stages.\"}]","Theorising Changes in Teachers’ Work | PDF",1792084928,35]