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Article
Publication date: 5 September 2016

Anne Marie Turvey and Jeremy Lloyd

The purpose of this study is to investigate contemporary pre-service English teacher education in the UK and the transition, for one individual, from pre-service into early-career…

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Abstract

Purpose

The purpose of this study is to investigate contemporary pre-service English teacher education in the UK and the transition, for one individual, from pre-service into early-career English teacher. The investigation explores how standards-based education reforms are narrowing the scope of professional practice in UK schools, especially in regard to the creativity of teachers and students.

Design/methodology/approach

The authors use critical autobiography (Haug, 1992; Miller, 1995; Rosen, 1998) and dialogic storytelling strategies (Doecke and Parr, 2009; Parr et al., 2015), that are grounded in Bakhtinian (1981) theories of language, education and creativity.

Findings

The essay critically illustrates how standards-based reforms are narrowing the professional practice of English teachers in secondary classrooms in England and compares this with one account of pre-service teacher education in which prospective teachers are taught to appreciate the situated nature of teaching and learning and the power of creative practices to engage students in their learning and development.

Originality/value

The critical and creative use of dialogic storytelling strategies allows the authors to present rigorously contextualised accounts of English teacher education and English teaching in England. The reflexive accounts complement the increasing numbers of studies that are showing the injurious effects of standards-based education reforms on English teaching and learning in schools.

Details

English Teaching: Practice & Critique, vol. 15 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Available. Open Access. Open Access
Article
Publication date: 24 October 2023

Tinna Dögg Sigurdardóttir, Adrian West and Gisli Hannes Gudjonsson

This study aims to examine the scope and contribution of Forensic Clinical Psychology (FCP) advice from the National Crime Agency (NCA) to criminal investigations in the UK to…

3305

Abstract

Purpose

This study aims to examine the scope and contribution of Forensic Clinical Psychology (FCP) advice from the National Crime Agency (NCA) to criminal investigations in the UK to address the gap in current knowledge and research.

Design/methodology/approach

The 36 FCP reports reviewed were written between 2017 and 2021. They were analysed using Toulmin’s (1958) application of pertinent arguments to the evaluation process. The potential utility of the reports was analysed in terms of the advice provided.

Findings

Most of the reports involved murder and equivocal death. The reports focused primarily on understanding the offender’s psychopathology, actions, motivation and risk to self and others using a practitioner model of case study methodology. Out of the 539 claims, grounds were provided for 99% of the claims, 91% had designated modality, 62% of the claims were potentially verifiable and 57% of the claims were supported by a warrant and/or backing. Most of the reports provided either moderate or high insight into the offence/offender (92%) and potential for new leads (64%).

Practical implications

The advice provided relied heavily on extensive forensic clinical and investigative experience of offenders, guided by theory and research and was often performed under considerable time pressure. Flexibility, impartiality, rigour and resilience are essential prerequisites for this type of work.

Originality/value

To the best of the authors’ knowledge, this study is the first to systematically evaluate forensic clinical psychology reports from the NCA. It shows the pragmatic, dynamic and varied nature of FCP contributions to investigations and its potential utility.

Details

Journal of Criminal Psychology, vol. 14 no. 3
Type: Research Article
ISSN: 2009-3829

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