Karan Vickers-Hulse Karan.Vickers-Hulse@uwe.ac.uk
Associate Director (Education)
Karan Vickers-Hulse Karan.Vickers-Hulse@uwe.ac.uk
Associate Director (Education)
Marcus Witt Marcus.Witt@uwe.ac.uk
Senior Lecturer in Primary & Early Years Mathematics
Richard Waller Richard.Waller@uwe.ac.uk
Editor
Jane Andrews Jane.AndrewsEDU@uwe.ac.uk
Editor
Timothy Clark
Editor
This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct and university-led) leading to a PGCE primary teacher qualification. The research was set within the context of continuously evolving policy on the training of teachers and the subsequent impact on developing a professional identity. The introduction of new ITE routes in England (DfE, 2015) aimed to offer a wider range of pathways into teaching, attract more applicants and mitigate the impact of teacher shortages. The research discussed in this chapter explored the experiences of trainees on these routes and the impact on their professional identity formation. This chapter begins with an overview of the literature in the field of professional identity formation, followed by a discussion of the chosen methodology and methods. This chapter concludes with several recommendations for teacher training providers as well as recommendations for future research that may be useful for doctoral students interested in the field of professional identity formation.
This chapter provides an illustration of doctoral case study research and insights to how practitioner research can capture the localised impact of policy shifts.
Online Publication Date | Jun 4, 2024 |
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Publication Date | Jun 4, 2024 |
Deposit Date | Jun 4, 2024 |
Publicly Available Date | Jun 6, 2024 |
Publisher | Emerald |
Pages | 139-156 |
Book Title | Critical Perspectives on Educational Policies and Professional Identities Lessons from Doctoral Studies |
ISBN | 9781837533336 |
DOI | https://doi.org/10.1108/978-1-83753-332-920241009 |
Public URL | https://uwe-repository.worktribe.com/output/12034450 |
Teacher training in England: Exploring trainee teachers' perspectives on their professional identity formation
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This is the author's accepted manuscript of the following book chapter: Vickers-Hulse, K., & Witt, M. (2024). Teacher training in England: Exploring trainee teachers' perspectives on their professional identity formation. In R. Waller, J. Andrews, & T. Clark (Eds.), Critical Perspectives on Educational Policies and Professional Identities Lessons from Doctoral Studies (139-156). Emerald.
The final published version is available here: https://doi.org/10.1108/978-1-83753-332-920241009
Teacher Training in England: Exploring trainee teachers’ perspectives on their professional identity formation
(166 Kb)
Document
Licence
http://creativecommons.org/licenses/by/4.0/
Copyright Statement
This is the author's accepted manuscript of the following book chapter: Vickers-Hulse, K., & Witt, M. (2024). Teacher training in England: Exploring trainee teachers' perspectives on their professional identity formation. In R. Waller, J. Andrews, & T. Clark (Eds.), Critical Perspectives on Educational Policies and Professional Identities Lessons from Doctoral Studies (139-156). Emerald.
The final published version is available here: https://doi.org/10.1108/978-1-83753-332-920241009
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