Showcasing research that is crucial reading for leaders in education, it uses oral accounts from 13 experienced teachers to provide a rich testimony of the constraints and affordances acting on history teachers. The book offers a unique perspective to show how teachers experienced steady but substantial changes in policy and autonomy and how this affected their practice; this detail enhances an analysis of policy and curricular documents across three decades. The findings are crucial for educational settings today, facing crises of teacher recruitment and teacher retention.

This book will be of great interest to academics and higher degree research students in history education, history of education and education policy. It will also be of interest to beginning history teachers and senior school leaders responsible for teacher development and curriculum.