Experiencing Initial Teacher Education as a career changer in England: A Constructivist Grounded Theory exploration of trainee teachers' perceptions of learning

Garrick, Nicholas

Abstract

Using Constructivist Grounded Theory Methodology, this study explores the perceptions of learning of eight career changing trainee teachers enrolled on four one-year primary or secondary postgraduate Initial Teacher Education programmes in England. Through four sets of unstructured interviews over the course of ten months, qualitative findings suggest that this group of trainee teachers experience a similar learning process of convergence, change, consciousness and confidence. Diagrammatic modelling of data plays a key role in enacting a constructivist approach to Grounded Theory, by demonstrating coding relationships through constant comparison leading to theory generation. Along with other observations, significant findings include how career changers without prior education experience may adapt and adopt new, professional identities with more confidence more quickly than those with extensive prior education experience, and, alternative teaching placements that occur in the ‘middle’ of a postgraduate course may have a significant effect in a career changers perceived confidence in ‘being a teacher’. Recommendations for Initial Teacher Education programmes, future teacher recruitment policy and grounded theorists are included.

• Thesis Type: Thesis
• Deposit Date: Jan 23, 2021
• Publicly Available Date: Jul 27, 2021
• Keywords: Career changer, Pre-service, Postgraduate, Initial Teacher Education, Constructivist Grounded Theory, Grounded Theory
• Public URL: https://uwe-repository.worktribe.com/output/7020678
• Award Date: Jul 27, 2021