Teachers resist change because current system benefits them
Recent education controversies, such as school-based assessment of pupils, beg the question why are second-level teachers so resistant to deep transformative change involving a substantial attitudinal and methodological shift. And not just curriculum content and surface methodological change.
Real change is not easy or painless. If it was, would it be worth doing? The current banking system of education (Paulo Freire) suits particular people, including teachers.
They, like a lot of people in positions of 'prestige' and influence, have benefited from it as Leaving Certificate points are cashed-in to gain access to sought after third-level courses, etc.