THE FRAGILITY OF CHANGE IN THE WORK OF TEACHERS, IN A CONTEXT OF POST-MODERNITY

Abstract

Teachers make every effort to promote change in a practice of deconstructing existing versions of reality. The quality, flexibility and plenitude of teachers’ work goes beyond the specific methods and skills needed to dominate the classroom. Teacher’s work is closely related to the way in which they develop as individuals and as teachers. Their careers and relationships with colleagues, and with society in general, and the conditions of status, reward and leadership in which they work, are some of the factors which influence the quality of their teaching. This text describes seven basic dimensions of the post-modern social condition, and the challenges facing teachers and the restructuring of their work. In order to meet the new demands and pressures imposed by post-modernity, the role of the teacher assumes new requisites, while at the same time, their former role still has not been swept aside. As the moral certainties are undermined, scientific certainties lose their credibility, and the traditional methods and strategies come under constant criticism. The validity and power of affirmation of the teachers’ voices come up against theories and lead to a questioning, suggesting change, albeit a fragile one.