新工黨自1997 年在英格蘭執政以來已引入許多不同教育上的改革，其中又與全球化過程所造成的經濟上與文化上的壓力明顯相關。本文主旨在於分析課程及教育、評估與責任(accountability)勞動力重組(workforce remodelling) 等某些關鍵性的改變對小學教師所造成的衝擊。本文中的分析主要取自於政策文件，以及一項質性研究計畫的實證，該項研究蒐集自英格蘭五十所小學的質性研究結果。以上文獻資料均可證明新工黨「高挑展、高支持」的改變策略如何顯著的改變小學教學，並為多數的小學教師視為改進過去教室練習的成功實例。然而，同時老師們也看到隨之而來的全國測驗制度(national testing regime)帶給學童的壓力，並對學童的學習造成傷害。此外，懲罰責任基準(punitive accountability measures)及晉級的學習表現成就對學校及教師本身都有其負面的影響。勞動力重組更進一步改變了教師工作的本質，有正面的幫助，但也有其缺點。為了支持教育改革的過程，原先的教師訓練及教師專業繼續(教育)發展也經歷本質上的改變。與教育政策分析觀點相反的是，一般所爭議的論點是中央的指導層級(level of central prescriptions) 並未導致教師們的非技能化(deskilling)，特別是這一批教師視教育改革主要為加強教師的知識、技能及專業性。然而，教育改革過程中政府未提供教師相關意見的諮詢服務，實踐方式所產生的壓力及責任機制的掌控運用等都嚴重地打擊教師的信心、降低教師教學的士氣並挑戰小學教師的自我認同(self-identity)。
Since coming into power in 1997 the New Labour government in England has introduced diverse reforms in education explicitly linked to the economic and cultural pressures brought about by the processes of globalisation. This article analyses the impact on primary teachers of some key changes resulting from reform in curriculum and pedagogy， assessment and accountability and workforce remodelling. The analysis is informed by policy documents and evidence drawn from a research project involving the collection of qualitative data in fifty English primary schools. It demonstrates how New Labour’s change strategy of ‘high challenge， high support’ was successful in bringing about considerable changes in primary teaching which were viewed by most teachers as improvements on past classroom practice. However， teachers viewed the accompanying national testing regime as stressful for pupils and damaging to their learning. Moreover， the punitive accountability measures that promoted performativity had very negative consequences for schools and individual teachers. Workforce remodelling further changed the nature of teachers’ work bringing both benefits and disadvantages. Initial teacher training and teachers’ continuing professional development also underwent fundamental change in order to support the reform process. Contrary to the views of education policy analysts， it is argued that the level of central prescription did not result in the deskilling of teachers who viewed the reforms as having enhanced their knowledge， skills and professionalism. However， the lack of government consultation with teachers over the reforms， the pressures created by the mode of implementation and the control exerted by the accountability mechanisms severely damaged teacher confidence， lowered morale and challenged primary teachers’ self-identity.