Abstract

This paper discusses some of the findings pertaining to how teachers see their work, produced by a comparative study of 120 English and 120 Turkish primary school teachers. The sample was drawn from schools in four different types of matched catchment areas—rural, inner city, suburban and affluent suburban—in Leicestershire. England, and in Erzurum, Turkey. Four major dimensions of difference between the two national contexts are identified in terms of the range of professional activities undertaken, the ambiguity of relative importance to teachers of the process as against the products of learning. Against a background of contemporary policy changes which seem likely to effect different teaching and learning activities in the two countries, the paper argues that attempts to change teachers' practice without due regard to those conceptions of professional responsibility which are deeply rooted in particular national traditions, as well as more general classroom realities, will result in a lowering of morale and decreased effectiveness.