Primary Education

Abstract

The individualism and isolation of primary teachers in England is now well recognised. However, the author's research indicates that teachers also want to feel that they are part of a group or community. This paper suggests that the investment of personal identity that teaching requires accounts in part of practitioners' felt-need for independence. It then traces through three pieces of research the tension that teachers experience as a result of their simultaneous but conflicting desire for independence and interdependence, and outlines two strategies that they employ to keep these parts in harmony.

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