Primary teachers’ self‐perceptions concerning implementation of the national curriculum for science in the UK‐revisited

Abstract

As part of the Leverhulme Primary Project based at the University of Exeter School of Education, a survey of primary school teachers was conducted in 1989 (N=901) in order to ascertain their perceived self‐estimate of professional knowledge and skills in teaching the national curriculum. Selected aspects of this survey with special reference to science were subjected to detailed analysis and reported by Carre and Carter (1990). A follow‐up survey of primary teachers was conducted in 1991 (N=433) to monitor the implementations of national curriculum and assessment procedures. This involved the collection of both longitudinal data on curriculum change and cross‐sectional data on teacher assessment and Standard Assessment Tasks (SATS) administration. The primary science aspects of these data were analysed in detail and are reported in this paper. Two years on it was found that teachers now ranked science third overall after English and mathematics across the nine national curriculum subjects and re. In the initial survey, science was ranked eighth out of ten. Gender stereotyping remains in the samples studied, but in a somewhat reduced form. SATs in science were identified by Year 2 teachers as the most difficult to administer. Aspects of changes recorded in the data were accounted for in terms of concerns theory. With a clear delineation of the substantive and syntactical base of national curriculum science, teachers were empowered to interpret it in numerous ways while concurrently meeting its statutory requirements. Curriculum alignment has taken place congruent with the intentions of the science working party, and primary science teaching has clearly benefited from the introduction of the national curriculum in this subject. The findings have implications for teacher education, curriculum development and implementation in science.