A Different Sort of Teaching, a Different Sort of Teacher? Teachers in Integrated Schools in Northern Ireland.

A wide range of aspects of teaching as a profession and the characteristics of the individuals who are attracted to it have been researched in many local, national and international contexts (Broadfoot & Osborn, 1987; Ball & Goodson, 1989; Instance, 1990). The changing social status of teachers, the implications of the gender composition of the teaching force in various countries and the opposing perceptions of the role of teachers as either conservativepreservers of existing social and political values, or radical-agents of social change and underminers of the status quo have all been investigated (Hargreaves, 1992; Smith, 1992). This paper seeks to contribute to the on-going debate about the changing nature of teaching by examining one group of teachers-those working in the planned integrated schools in Northern Ireland-whose situation within a context of political violence brings a number of these issues into clear focus (Morgan et al., 1991). Recent policy in many countries has produced major changes in their education systems. Some have had obvious and direct manifestations such as the introduction of a National Curriculum (Kogan, 1989; Alvik, 1991; Zufiaurre, 1991; Bartlett, 1992). There have also been numerous less obvious shifts, the significance of some of which is only just beginning to become apparent, but which in the long term may have equally far reaching implications. One of these is that the nature of teaching as a profession is likely to be materially affected in complex and even contradictory ways (Simons, 1988; Poulson & Merchant, 1991). Thus as school systems become more fragmented, as is happening in Britain with 'opted-out' schools, city technology colleges, sixth-form colleges and private schools, the conditions under which teachers work will almost certainly vary much more than currently. The actual nature of teachers' work is also likely to differ considerably both from existing patterns and between individuals, as developments in school management, increased contact and involvement with parents, establishing links with industry and employers and possibly professional fund raising, generate a range of specialisations and new career paths. As Hargreaves says: