Values shape our lives, influence our actions and give expression to our underlying beliefs within and beyond national boundaries and cultural contexts (Rokeach 1979). This paper discusses ongoing research into the relationship between the intrinsic values of secondary teachers, and the publicly espoused values of the educational systems in which they work. There is little empirical research in this area, and yet teachers have key roles in modelling values in a global world where secularisation, moral relativism and ethnic and cultural diversity are changing previous national certainties (Gold, 2004; Flintham, 2006; Leaton Gray, 2006). The research was premised on dialogue as an essential attribute of education, and emphasises the importance of learning dialogues that respect and value people as subjects in their own narratives (Vella 2002). This study emphasises conversation that goes “beyond the dialogue of voices (to) a dialogue of minds” (Alexander 2006) encourages “lively learning communities”(Hargreaves, 2008) and the generation of new cultures of understanding. In this context it is dialogue itself that becomes “the new knowledge”. Following an extensive review of relevant literature since 2000, and building on empirical research undertaken by Husu in the Netherlands (2004) and extensive international interest in the field of values (Hooper 2003, Keown, Parker & Tiakiwai 2005), the aim of this study was to enable new conversations to take place where the centrality of values, and the relationships that influence these values, were the focus. The research brought together schools to share their different perspectives, including their successes and challenges of working with values as individuals and school communities. It also provided an opportunity to study how individuals develop and realise their values through their specific professional roles eg as headteacher, newly qualified teacher, head of department, pastoral lead, a teacher with 5 years+ experience and a school governor.

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