Karan Vickers-Hulse Karan.Vickers-Hulse@uwe.ac.uk
Associate Director (Education)
This thesis explores the views of trainee teachers on two different training routes to a PGCE Primary qualification (School Direct and Core) on the formation of a professional identity. This thesis is set within the context of continuously developing policy concerning the training of teachers and the subsequent impact on the development of a professional identity. The introduction of new training routes aimed to develop opportunities for applicants to become a teacher and this thesis explored whether there were differences in the experiences of trainees on these routes and the impact on their professional identity formation.
This thesis offers an original and substantial contribution to the current body of work in professional identity formation. This thesis offers a unique contribution to this knowledge due to the participant sample (trainees across two routes to teaching) and the method of data collection (interviews at four points throughout training period).
This thesis suggests a number of recommendations for teacher training providers in relation to supporting trainees form their professional identity regardless of the route they have selected to teaching as well as recommendations for future research.
This thesis concludes that the route trainees chose was not central to professional identity formation. Findings show that secure professional relationships; effective mentoring and feeling valued in their role had the most impact on the formation of a trainee’s professional identity.
Thesis Type | Thesis |
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Deposit Date | Sep 28, 2020 |
Publicly Available Date | Feb 8, 2021 |
Public URL | https://uwe-repository.worktribe.com/output/6726590 |
Award Date | Feb 8, 2021 |
Teacher training in England: Exploring views of trainee teachers, from two different training routes, on the formation of their professional identity
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