Critical Perspectives on Educational Policies and Professional Identities

Cover
Critical Perspectives on Educational Policies and Professional Identities
Endorsements
Critical Perspectives on Educational Policies and Professional Identities: Lessons From Doctoral Studies
Copyright Page
Dedication
Contents
List of Tables and Figures
About the Editors
About the Contributors
Acknowledgements
1. Educational Policies and Professional Identities: Showcasing Lessons From Doctoral Practitioner Research
	The Background to the Collection
	Setting the Scene: Researcher Development
	Rationale
	Structure
		Constructions of the Professional and Society
		Interrogating Approaches to Being, Becoming and Developing as Education Professionals
		Challenging Educational Policy and Practice
	Process
	References
1 - Constructions of the Professional and Society
	2. Hierarchies of Professionalism in Interprofessional Partnerships for Inclusion: Mapping the Role and Professional Identi ...
		Abstract
		Identities and Professionalism Through Insider Research in the Early Years
		Introduction: A Distinct Professionalism?
		Theorising Early Years Educators\' Professional Roles and Identities in Interprofessional Partnerships for Inclusion
		Methodology
		Interprofessional Partnerships for Inclusion: Tensions, Hierarchies and the Expansion of Roles
		Mapping the Roles of Early Years Educators
		References
	3. Professional Identity Within Changing Healthcare Roles: Exploring the Third or Hybrid Space1
		Abstract
		Sally\'s Professional Story and Context
		Introduction
		Policy Context
		Research Methods
		Insider Knowledge and Ethical Issues
		Photograph Elicitation as a Tool for Exploring Participant Perceptions
		Findings and Discussion
		The Role
		Role Transition
		Role Socialisation
		The ‘Third Space’
		Conclusion
		References
	4. The Impact of Symbolic Violence on the Perceived Choices of Trainee Primary School Teachers: A Poetic Perspective1
		Abstract
		Introduction – Setting the Scene
		Theoretical Framework – Beyond Bourdieu
		A Methodological Journey
		Ethical Considerations
		The Sample
		Theorising Marginal Voices
		Symbolic Violence – Society\'s Invisible Force
		‘Choosing’ to Teach?
		The Lens of Choice – Embedded and Contingent Choosers
		Conclusions
		References
	5. Further Education (FE) Sports Lecturer Professionalism: ‘Freedom to Play’, or ‘Do as I Say?’
		Abstract
		Readying the Pitch: Introduction to the Research Study
		Pitch Inspection: What Is FE?
		Making the Team: My Experience in FE
		The Game Plan: Understanding Professionalism in FE Contexts
		Time for Kick Off: Methodology
			Insider Research
			Participants
			Ethics
			Method
			Procedure and Sampling
		Analysis
		Back of the Net: Findings and Discussion
			Professionalism and Performance Management in FE Contexts (Theme 4)
			Perceived Impacts of Sporting Experiences on Professional Practice (Theme 5)
		The Final Whistle: Conclusion and Recommendations
		Post-Match Analysis – What We Have Learned From Jake\'s Doctoral Journey
		References
2 - Interrogating Approaches to Becoming, Being and Developing as Education Professionals
	6. Teaching and Learning as Complex Phenomena: Implications for Policy and Teacher Professional Identity
		Abstract
		Introduction
		The Doctoral Study
		Teaching and Learning as Complex Phenomena
		Education Policy and the Simple View of Teaching and Learning
		Oversimplification of Teaching and Learning: Implications for Teacher Identity and Development
		The ‘What Works’ Mindset and the Allure of Policy Simplification
		Conclusion and Ways Forward
		Lessons for Doctoral Students
		References
	7. Mastering Professional Practices: Primary School Science Teacher Identity and Development1
		Abstract
		Introduction
		The National Context
		Professional Identity
			Theoretical Framework
		Methodology and Methods
		The Three Case Study Teachers
		Findings
			Nathan
			Karen
			Shamah
		Discussion
		Conclusion
		References
	8. Voices From the Staffroom: Impacts of Further Education Policy on CPD in the Sector1
		Abstract
		Introduction and Context
		Terms Used
		A Brief History of FE Policy
		Contrasting Conceptualisations of Professionalism
		Effects on Professional Learning in FE
		Concluding Remarks
		References
	9. Teacher Training in England: Exploring Trainee Teachers\' Perspectives on Their Professional Identity Formation1
		Abstract
		Introduction
		Research Questions
			Research Question 1
			Research Question 2
		Literature Review
			Professional Identity
			Mentoring and Reflective Practice
			Learning Communities
		Theoretical Framing
		Methodology and Methods
		Ethical Considerations
		Data Analysis
		Key Findings and Recommendations
			Motivation
			Managing Workload
			Training Route and the Impact on Identity
			The Impact of Relationships on Forming an Identity
			Professional Identity as a Teacher
		Conclusion
		Moving Forward
		References
	10. Convergence, Change, Consciousness and Confidence: The Impact of Initial Teacher Training Policy on Confident, Career C ...
		Abstract
		Introduction
		Policy Context of ITE
		Introduction to the Study
		The Prompted Monologue: An Ontological and Epistemological Construction
		Diagrammatic Modelling
		The Importance of a ‘Middle’ Placement and Identity Development
		Identity Convergence, Change, Consciousness and Confidence
		Conclusion
		Lessons From a Supervisor\'s Perspective
		References
3 - Challenging Education Policy and Practice
	11. Changing the Narrative of Mental and Emotional Health Training in an FE Context: Explorations of Transformational Learning1
		Abstract
		Introduction, Context and the FE Challenge
		Literature Review and Rationale
		Action Research to Change the Narrative
			Study Participants
			Research Questions
		Action Cycle 1: Pre-Implementation Fact-Finding, Problem Formulation and Action Planning
		Action Cycle 2: Pre-implementation Trial of MHFA
		Action Cycle 3: Development and Delivery of Training Programmes
		Action Cycle 4: Consolidatory Focus Group
		Ethics and Transferability
		Findings
		Discussion
			Emotional Health; A New Trajectory for FE
			Transformational Learning – A Training Style for Mental and Emotional Health Delivery
			Redefining Mental and Emotional Conceptualisations
		Recommendations for Policy Change
			Universal Training Should Be Mandatory for All FE Staff
			CPD Requires Regeneration
			Recommendation – A Whole College Training Approach Includes a Universal (Mandatory) Layer, a Targeted (Voluntary) Layer and ...
		Impact of Research and Reflection on Lessons Learnt
		References
	12. ‘It\'s Our Job to Take the Limits Away’: Exploring the Beliefs and Practices of High Expectation Teachers1
		Abstract
		Introduction
		Developing the Theoretical Framework
		Social Mobility
		The Complexities of Creating a Culture of High Expectations for All: The Impact of Socio-Economic Factors
		Methodology: Why Case Study?
		Ethical Considerations
			Asymmetry of Power
			Ethical Issues Surrounding Conducting Research With Children
			Being an Insider-Researcher in an Educational Setting
		Context and Methods
		Research Findings
		A Bourdieusian Perspective
		Implications for Practice
		Learning From Research Design
		Final Reflections
		References
	13. Context, Consciousness and Caution: Teachers of History in England and the Exploration of Sensitive and Controversial I ...
		Abstract
		Introduction
		Literature Review
		The National Curriculum for History (DfE, 2013)
		The Teachers\' Standards (DfE, 2012)
		The Prevent Duty (DfE, 2015)
		Categorisation of History Teachers
		Surveillance
		Methodology
		Findings and Discussion
		National Curriculum (DfE, 2013)
		Teachers Standards (DfE, 2012)
		The Prevent Duty (DfE, 2015)
		Risk Takers
		Containers
		Avoiders
		Activists
		Surveillance
		Conclusion
		References
	14. Counter-Terrorism Measures in the Classroom: The Importance of Professionalism, Agency and Autonomy When Enacting the P ...
		Abstract
		Introduction
		Safeguarding the Vulnerable: The Epidemiological Justification for Prevent
		Governmentality, Freedom of Speech and Surveillance: Could Prevent Be Counterproductive?
		Thinking Differently About Prevent
		Data Collection
			Survey
			Semi-Structured Interviews: Gaining Insights Into Professional Identity
			Data Analysis
		Findings and Discussion
			A New Taxonomy of Policy Enactment Work
			Legitimators
			Assimilators
			Doubters
		Conclusion
			Post-Script… What Does This Mean for Doctoral Researchers?
		References
	15. Home Language Literacy Learning as an Extracurricular Activity by Pupils and Parents: Do the Findings Warrant a Case fo ...
		Abstract
		Introduction
			Setting the Scene: EAL and HL
		Exploring the Changing Policy Perspectives on HLs
			Bullock (1975) Report
			The National Curriculum of England (NCE)
		Introduction to the Doctoral Study
			Findings From Semi-Structured Interviews and HL Assessments: Importance of HL for Cognitive Advantage and Positive Attitude ...
		The Case for HL Policy
		Challenges to the Introduction of HL Policy
		Conclusion
		Lessons Learned From the Viva Team: Doctoral Student, Director of Studies and Second Supervisor
		References
	16. Reviewing the Collection\'s Contribution and Value of Practice-Based Doctoral Studies
		The Value of Practitioner Research – the Value of Doctoral Studies
		Critical Perspectives on Educational Policies and Professional Identity: Learning From Doctoral Studies
		Takeaways From ‘Critical Perspectives on Educational Policies and Professional Identity: Learning From Doctoral Studies’
		References
Index