This edited volume is the first to exclusively feature the work of doctoral graduates themselves. Critical Perspectives on Educational Policies and Professional Identities offers an important example of doctoral study within the field of education policy, emphasizing the impact and transferability of findings across a range of educational sectors.
The collection features the cutting-edge work of 14 doctoral graduates from the University of the West of England (UWE), generally writing in collaboration with an experienced academic from their supervisory team. The volume explores the issue of education policy and its impact on the professional identities of those working across the sector, including the changing professional and policy contexts currently confronting doctoral candidates and their peers. The chapters are arranged into three thematic sections, each featuring work from a wide range of educational Constructions of the Professional and Society; Interrogating Approaches to Becoming, Being and Developing as Education Professionals; and Challenging Education Policy and Practice.
The doctoral graduate is lead author in all instances, and the process of curating and developing the collection to offer Early Career Researchers a supported pathway into academic publication is outlined in the editors opening contribution. In the concluding chapter, Prof Meg Maguire (KCL) reflects upon the role of professional doctorates in aiding our understanding of educational policies and professional identities across the sector.

lgrsnf/Critical Perspectives on Educational Policies and Professional Identities Lessons From Doctoral Studies [3767982].pdf

United Kingdom and Ireland, United Kingdom

PS, 2024

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

2024-06-13