ABSTRACT
Teachers at the outset of the project have been described as ‘cold’ in their attitude in the sense that we had to start from ‘cold’ and could make no assumptions about any prior perception of the problem, or warmth of commitment to solving it. Against this background, their interviews with the evaluation team show how much was achieved in alerting them to GIST as a professional issue, and provoking them to think, often deeply and carefully, about possible solutions. They themselves seemed unaware how much their views and attitudes had changed, but our own field notes, the evaluation report and the student survey of teachers’ attitudes all point to subtle but important differences between the GIST teachers and others.
