Critical perspectives on educational policies and professional identities : lessons from doctoral studies / edited by Richard Waller (University of the West of England, UK), Jane Andrews (University of the West of England, UK), and Timothy Clark (University of the West of England, UK).

Format:

Book

Author/Creator:

Waller, Richard, author.

Andrews Jane, author.

Clark Timothy, author.

Language:

English

Subjects (All):

Education, Higher--Research.

Education, Higher.

Physical Description:

1 online resource (313 pages)

Edition:

First edition.

Place of Publication:

Leeds, England : Emerald Publishing Limited, [2024]

Summary:

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 settings: 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.

Contents:

Chapter 1. Educational Policies and Professional Identities: Showcasing Lessons from Doctoral Practitioner Research / Richard Waller, Jane Andrews, and Timothy Clark

Section 1. Constructions of the Professional and Society

Chapter 2. Hierarchies of Professionalism in Interprofessional Partnerships for Inclusion: Mapping the Role and Professional Identities of Early Years Educators / Alex Morfaki, Helen Bovill, and Nicola Bowden-Clissold

Chapter 3. Professional Identity within changing healthcare roles: exploring the third or hybrid space / Sally Moyle and Richard Waller

Chapter 4. The impact of symbolic violence on the perceived choices of trainee primary school teachers: a poetic perspective / Laura Manison and Catherine Rosenberg

Chapter 5. Further Education (FE) Sports Lecturer Professionalism: 'Freedom to Play', or 'Do as I Say?' / Jake Bacon and Tessa Podpadec

Section 2. Interrogating Approaches to Becoming, Being and Developing as Education Professionals

Chapter 6. Teaching and learning as complex phenomena: Implications for policy and teacher professional identity / Ben Knight and Neil Harrison

Chapter 7. Mastering Professional Practises: Primary School Science Teacher Identity and Development / Juliet Edmonds

Chapter 8. Voices from the staffroom: impacts of further education policy on CPD in the sector / Andy Goldhawk

Chapter 9. Teacher Training in England: Exploring trainee teachers' perspectives on their professional identity formation / Karan Vickers-Hulse and Marcus Witt

Chapter 10. Convergence, Change, Consciousness and Confidence: the impact of initial teacher training policy on confident, career changing practising teachers / Nicholas Garrick and Jane Andrews

Section 3. Challenging Education Policy and Practice

Chapter 11. Changing the Narrative of mental and emotional health training in an FE context; Explorations of transformational Learning / Georgie Ford and Richard Waller

Chapter 12. 'It's our job to take the limits away': Exploring the beliefs and practices of high expectation teachers / Julie Smith and Richard Waller

Chapter 13. Context, Consciousness, and Caution: Teachers of history in England and the exploration of sensitive and controversial issues in practice / Sarah Whitehouse and Verity Jones

Chapter 14. Counter Terrorism Measures in the Classroom: The Importance of Professionalism, Agency and Autonomy when Enacting the Prevent Duty / Max Weedon, Kathy Mansfield Higgins, and Ciaran Burke

Chapter 15. Home Language Literacy Learning as an Extracurricular Activity by Pupils and Parents: Do the Findings Warrant a Case for Introducing Home Language Policy for Primary Education in England? / Shamsudin Abikar, Helen Bovill, and Jane Andrews

Chapter 16. Reviewing the collection's contribution and value of practice-based doctoral studies / Meg Maguire.

Notes:

Includes bibliographical references and index.

Print version record.

ISBN:

9781837533343

1837533342

9781837533329

1837533326