Pedagogy - how is it influenced in primary schools? A comparative study of literature about pedagogical influences in primary schools in England and Poland, with a focus on English primary schools

This article is a critical review of recent literature comparing pedagogical influences in primary schools in England and Poland. It identifies curriculum, assessment, leadership, teacher perceptions and personal fears as immense influences on pedagogy and considers how these factors influence pedagogy. Comparison of England’s prescriptive approach with the child-directed methods operating in Poland suggests how teachers can take ownership of the curriculum and its delivery for the benefit of their pupils. The literature shows teachers need empowerment and some measure of autonomy to be sensitive to the needs of children and be able to change their practice so that effective learning can occur