Index
Critical Perspectives on Educational Policies and Professional Identities
ISBN: 978-1-83753-333-6, eISBN: 978-1-83753-332-9
Publication date: 4 June 2024
This content is currently only available as a PDF
Citation
(2024), "Index", Waller, R., Andrews, J. and Clark, T. (Ed.) Critical Perspectives on Educational Policies and Professional Identities, Emerald Publishing Limited, Leeds, pp. 273-279. https://doi.org/10.1108/978-1-83753-332-920241017
Publisher
:Emerald Publishing Limited
Copyright © 2024 Richard Waller, Jane Andrews and Timothy Clark. Published under exclusive licence by Emerald Publishing Limited
INDEX
Ability labelling
, 192
Academic attainment
, 248–249
Accountability
, 73
Action research
, 175–178
Activists
, 222–223
Advanced Clinical Practice (ACP)
, 30
Advanced Clinical Practitioner (ACP)
, 31
Agency
, 100
Analysis
, 15–16
Aspiration
, 195
Assessment for Learning (AfL)
, 162–163
Assimilators
, 240–241
Association for Science Education Annual (ASE)
, 115
Association of Colleges (AoC)
, 174–175
Asymmetry of power
, 196
Autoethnography
, 50
Autonomy
, 92
Avoiders
, 221–222
Barriers
, 192
Bourdieu
, 49
Bourdieusian lens
, 193
Bourdieusian perspective
, 202–203
Braun and Clarke
, 147
Bricolage
, 15–16
British Educational Research Association (BERA)
, 2, 146
Bullock Report (1975)
, 250–252
Capitals
, 49
Career changers
, 158–159
Carter Review
, 140
Case study
, 107, 195–196
Change
, 165–167
Children, ethical issues surrounding conducting research with
, 196–197
Class
, 48
Classroom complexity
, 92
Classroom relationships
, 200
Classroom teaching
, 91
Close-to-practice research
, 3
Community of practice (CoP)
, 108
Competitive mediation
, 73, 75–76
Complexity Theory
, 88–90
Compliance
, 69–70
Confidence
, 165–167
Consciousness
, 165–167
Consolidatory focus group
, 179–180
Constructivist grounded theory (CGT)
, 158–159
Containers
, 220–221
Contingent choosers
, 59–62
Continuing Professional Development (CPD)
, 30, 106–107, 121–123, 268
regeneration
, 185–186
Core Content Framework (CCF)
, 94–95
Core PGCE (Core) provision
, 140
Counter-Terrorism and Security Act
, 230
Counter-terrorism measures
, 230
data collection
, 235–237
epidemiological justification for Prevent
, 231
findings
, 237–242
governmentality, freedom of speech and surveillance
, 231–233
new taxonomy of policy enactment work
, 238–239
Critical discourse analysis (CDA)
, 236–237
Critical realism
, 233–234
Critical Realist World Systems Model (CReWS)
, 230
Critical-realist analytical method
, 236–237
Data analysis
, 236–237
Department for Education (DfE)
, 249
Diagrammatic modelling
, 161
Doctoral practitioner research
, 1–2
challenging educational policy and practice
, 5
constructions of professional and society
, 5
interrogating approaches
, 5
process
, 5–7
rationale
, 3–4
researcher development
, 2–3
structure
, 4–5
Doctoral students
, 141
Doctoral study
, 88, 90, 252, 259
Doctorate in Education (EdD)
, 1
Doubters
, 241–242
Early Career Framework (ECF)
, 94–95, 158–159
Early career researchers (ECRs)
, 1–2
Early Years Education and Care (ECEC)
, 13–14
Early years educators, mapping roles of
, 21–23
Ecological systems theory
, 91–92
Education and Training Foundation (ETF)
, 125
Education policy and simple view of teaching and learning
, 93–95
Education policymakers
, 88
Educational Endowment Foundation (EEF)
, 97
Emancipatory discourses of professionalism
, 127
Embedded choosers
, 59–62
Emergency Department (ED)
, 32–33
Emergency Nurse Practitioner (ENP)
, 30
Emotional conceptualisations
, 184
Emotional health
, 182–183
English as an additional language (EAL)
, 248
Epistemology
, 97
Ethics
, 71, 180–181
Every Child Matters
, 12
Evidence-based training model
, 174–175
Feedback
, 199
Fixed ability
, 192–193
Focus groups
, 147
‘Football managers’ syndrome
, 74–75
Foucauldian discourse analysis (FDA)
, 236–237
Foucault
, 231–232
Freedom of speech
, 231–233
Fundamental British values (FBV)
, 232, 241–242
Further and Higher Education Act (1992)
, 124
Further education (FE)
, 66–67, 121–122, 174–175, 267–268
analysis
, 72–73
brief history of FE policy
, 123–125
conceptualisations of professionalism
, 125–127
effects on professional learning in
, 127–133
ethics
, 71
experience in
, 67–69
findings
, 73–77
insider research
, 70
method
, 71–72
methodology
, 70–72
participants
, 70
post-match analysis
, 78–79
procedure and sampling
, 72
professionalism in FE contexts
, 69–70
recommendations
, 78
research study
, 65–66
terms
, 122–123
Gender
, 48
General Certificate of Secondary Education (GCSE)
, 111
Generic CPD
, 131–132
Georgie Ford (GF)
, 174
Governmentality
, 231–233
Habitus
, 109
Healthcare policy
findings
, 36
insider knowledge and ethical issues
, 33–35
photograph elicitation
, 35–36
policy context
, 30–31
research methods
, 31–33
role
, 36–38
role socialisation
, 40–41
role transition
, 39–40
Sally’s professional story and context
, 30
third space
, 41–42
Hierarchies of professionalism
distinct professionalism
, 13–14
identities and professionalism through insider research
, 12–13
interprofessional partnerships for inclusion
, 16–21
mapping roles of early years educators
, 21–23
methodology
, 15–16
theorising early years educators’ professional roles and identities
, 14–15
High expectation teachers
, 192
Bourdieusian perspective
, 202–203
context and methods
, 197–198
ethical considerations
, 196–197
implications for practice
, 203–204
learning from research design
, 204
methodology
, 195–196
research findings
, 198–202
social mobility
, 193–194
impact of socio-economic factors
, 194–195
theoretical framework
, 192–193
Higher education (HE)
, 30, 66
History teachers, categorisation of
, 213–214
Home language (HL)
, 248–249
case for HL policy
, 259–260
challenges
, 260
doctoral study
, 252–259
exploring changing policy perspectives on
, 251–252
findings from semi-structured interviews and HL assessments
, 256–259
setting scene
, 249–250
Horizontal surveillance
, 215
Hybrid space
, 42–43
Identity
, 12–13, 30, 61–62, 106, 141
convergence
, 165–167
development
, 161–165
In-service education and training (INSET)
, 122–123
Inclusion
, 158–159
Initial teacher education (ITE)
, 140, 158
diagrammatic modelling
, 161
identity convergence, change, consciousness and confidence
, 165–167
middle placement and identity development
, 161–165
policy context
, 158–159
prompted monologue
, 160–161
study
, 159
Insider knowledge
, 33–35
Insider research
, 70
Insider-researcher in educational setting
, 197
Institute for Learning (IfL)
, 125
Interactive learning
, 90
Interpretivism
, 215
Interpretivist paradigm
, 144
Interprofessional partnerships for inclusion
, 16–21
Interviews
, 210
Jane Andrews (JA)
, 1
Language interdependence hypotheses
, 248–249
Learning
, 88
communities
, 142–143
as complex phenomena
, 91–93
from research design
, 204
Lecturer-centred approach
, 123–124
Legitimate peripheral participation
, 108
Legitimators
, 239
Lingfield Review
, 125
Long Term Workforce Plan (LTWP)
, 31
Mediation
, 69–70
Mental conceptualisations
, 184
Mental health
, 174–175
Mental Health First Aid (MHFA)
, 176
pre-implementation trial
, 178–179
Mentor
, 142
Mentoring
, 142
Methodology
, 110–111
Middle placement
, 161–165
Minor Injury Unit (MIU)
, 32–33
Misrecognition of social coercion
, 48
Mixed methods social network analysis (MMSNA)
, 88–90
Motivation
, 148
Multi Academy Trust (MAT)
, 224–225
Narrative inquiry
, 50
National Curriculum for History
, 211, 218
National Curriculum of England (NCE)
, 250, 252
National Health Service (NHS)
, 5
Neo-liberal policy
, 123–124
New roles
, 31
New taxonomy of policy enactment work
, 238–239
Newly Qualified Teacher (NQT)
, 111–112
Non-compliance
, 69–70
Nurse education
, 267
Nursing
, 30
Objectivity
, 160
One-to-one coaching
, 123
Ontology
, 233–234
Organisational analysis
, 195–196
Organization for Economic Cooperation and Development (OECD)
, 96
Panopticism
, 231–232
Panopticon
, 231–232
Pedagogy
, 61–62, 210
Pedagopticon
, 214
Perceived impacts of sporting experiences on professional practice
, 75–77
Performance management in FE contexts
, 73–75
Performativity
, 73
Personal, Social, Health and Economic education programme (PSHE education programme)
, 241–242
Photograph elicitation
, 35–36
Physical Education (PE)
, 67
Physician Associate (PA)
, 31
Poetry
, 50–51
Policy
, 142, 210
Polyhedron of intelligibility
, 144–145
Post-Graduate Certificate in Education (PGCE)
, 67
Post-match analysis
, 78–79
Postgraduate
, 158–159
Postgraduate research (PGR)
, 110
Power
, 109
Practice-based doctoral studies
critical perspectives on educational policies and professional identity
, 266, 270–271
value of practitioner research
, 265–266
Practitioner-researcher
, 266
Prevent Duty Strategy
, 210, 212–213, 219
Prevent policy
, 230, 233, 235
epidemiological justification for
, 231
Primary science
, 106
case study teachers
, 111–112
findings
, 112–116
methodology and methods
, 110–111
national context
, 106–107
professional identity
, 107–110
Private, voluntary and independent settings (PVI)
, 16
Professional doctorates
, 50
Professional identity
, 30, 48–49, 59, 88, 107, 110, 140–142
gaining insights into
, 235–236
as teacher
, 150–152
theoretical framework
, 108–110
Professional learning effects in FE
, 127–133
Professional socialisation
, 40–41
Professionalism
conceptualisations of
, 125–127
in FE contexts
, 69–70, 73, 75
Prompted monologue (PM)
, 160–161
Psychology
, 91–92
Pupils
, 88
Purposive sampling
, 145
Qualified Teacher Learning and Skills (QTLS)
, 125
Qualified teacher status (QTS)
, 15
Questioning
, 199
Questionnaires
, 72
Random controlled trials (RCT)
, 97–98
Reflective practice
, 142
Relationships
, 142
on forming an identity
, 149–150
Research engagement
, 197
Research ethics
, 159
Research Excellence Framework (REF)
, 3
Research methods
, 160
Researcher Concordat
, 2–3
Researching Educational Policy and Professional Identities (REPPI)
, 1
Richard Waller (RW)
, 1, 174
Risk takers
, 220
Schemas
, 179
School Direct (SD)
, 140
School leaders
, 88
Schools
, 106–107
Science
, 106
capital
, 107, 109
Science, Technology, Engineering and Maths (STEM)
, 112
Securitisation
, 233
Self-confidence
, 37–38
Self-esteem
, 37–38
Self-surveillance
, 215
Semi-structured interviews
, 235–236
Sensitive and controversial
, 210
Social class
, 195
Social constructivism
, 128
Social justice
, 193
Social mobility
, 193–194
Social practice theory model
, 109
Social space
, 109
Society for Education and Training (SET)
, 125
Society for Research into Higher Education (SRHE)
, 7
Somali-origin pupils
, 259
Special educational needs and disabilities (SEND)
, 13, 98
Special Educational Needs Co-ordinator (SENCo)
, 14
Special Educational Needs Code
, 12
Sports lecturers
, 74–75, 77
Staff development
, 122–123
Surveillance
, 214–215, 223, 225
Surveillance
, 231–233
Survey
, 235
Symbolic violence
, 48
embedded and contingent choosers
, 59–62
ethical considerations
, 52–53
methodological journey
, 50–52
participant data
, 54
sample
, 53
setting scene
, 48–49
society’s invisible force
, 55–57
teaching
, 57–59
theoretical framework
, 49
theorising marginal voices
, 53
Teacher expectation
, 192
Teacher judgement
, 94–95
Teacher professional identity
, 96
Teacher training
, 144–145
data analysis
, 147
ethical considerations
, 146–147
key findings and recommendations
, 147–152
literature review
, 141–143
methodology and methods
, 144–146
research questions
, 140–141
theoretical framing
, 143–144
Teachers
, 88, 210
activists
, 222–223
avoiders
, 221–222
categorisation of history teachers
, 213–214
containers
, 220–221
findings
, 217–218
literature review
, 210–211
methodology
, 215–217
National Curriculum for History
, 211, 218
Prevent Duty
, 212–213, 219
risk takers
, 220
surveillance
, 214–215, 223, 225
Teachers’ Standards
, 211–212, 218–219
Teachers’ Standards
, 210–212, 218–219
Teaching
, 88
as complex phenomena
, 91–93
doctoral study
, 88–90
education policy and simple view of teaching and learning
, 93–95
implications for teacher identity and development
, 95–97
lessons for doctoral students
, 101
sociograph graphic representation of small group interactions
, 89
strategies
, 199–200
‘what works’ mindset and allure of policy simplification
, 97–99
Thematic analysis
, 72–73, 147, 198, 216–217, 236–237
Third space
, 41–42
THRIVE
, 175
Tidy House, The (1982)
, 49
Top-down approach
, 124
Training
, 174–175
development and delivery of
, 179
route and impact on identity
, 149
style for mental and emotional health delivery
, 183–184
Transferability
, 180–181
Transformability
, 198
Transformational learning
action research
, 175–178
consolidatory focus group
, 179–180
context and FE challenge
, 174–175
development and delivery of training programmes
, 179
ethics and transferability
, 180–181
findings
, 181–182
literature review and rationale
, 175
pre-implementation fact-finding, problem formulation and action planning
, 178
pre-implementation trial of MHFA
, 178–179
recommendations for policy change
, 185–187
impact of research and reflection
, 187–188
research questions
, 177–178
study participants
, 177
Transformational learning theory (TLT)
, 176
Universal training
, 176, 185
University of the West of England (UWE)
, 1
Vertical surveillance
, 215
Visual aids
, 35–36
‘What works’ mindset
, 97–99
Working class students
, 195
Workload
, 148–149
- Prelims
- Chapter 1 Educational Policies and Professional Identities: Showcasing Lessons From Doctoral Practitioner Research
- 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
- Chapter 3 Professional Identity Within Changing Healthcare Roles: Exploring the Third or Hybrid Space
- Chapter 4 The Impact of Symbolic Violence on the Perceived Choices of Trainee Primary School Teachers: A Poetic Perspective
- Chapter 5 Further Education (FE) Sports Lecturer Professionalism: ‘Freedom to Play’, or ‘Do as I Say?’
- 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
- Chapter 7 Mastering Professional Practices: Primary School Science Teacher Identity and Development
- Chapter 8 Voices From the Staffroom: Impacts of Further Education Policy on CPD in the Sector
- Chapter 9 Teacher Training in England: Exploring Trainee Teachers' Perspectives on Their Professional Identity Formation
- Chapter 10 Convergence, Change, Consciousness and Confidence: The Impact of Initial Teacher Training Policy on Confident, Career Changing Practising Teachers
- 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
- Chapter 12 ‘It's Our Job to Take the Limits Away’: Exploring the Beliefs and Practices of High Expectation Teachers
- Chapter 13 Context, Consciousness and Caution: Teachers of History in England and the Exploration of Sensitive and Controversial Issues in Practice
- Chapter 14 Counter-Terrorism Measures in the Classroom: The Importance of Professionalism, Agency and Autonomy When Enacting the Prevent Duty
- 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?
- Chapter 16 Reviewing the Collection's Contribution and Value of Practice-Based Doctoral Studies
- Index