2 Changing teachers’ practice: innovation and ideology in a part‐time B.Ed, course

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Abstract
An important concept for in‐service education is that of the teacher who is able, and willing, to generate theory about classroom practice and to challenge existing ways of doing things in the light of such ‘practice‐based’ theory. This paper suggests, on the basis of some evidence, that the obstacles to the development of a unity of theory and practice along these lines are in important ways ideological. A study of the outcomes of one innovatory in‐service course is reported, and the results of this investigation are analysed in terms of a dominant ideological construct, the ‘entrepreneurial’ agent of change.

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