Full Description
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, emphasising 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
