Critical perspectives on educational policies and professional identities : lessons from doctoral studies

This edited volume is the first to exclusively feature the work of doctoral graduates themselves. Critical Perspectives on Educational Policies and Professional Identities offers an important example of doctoral study within the field of education policy, emphasizing the impact and transferability o...

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Bibliographic Details
Main Authors Waller, Richard (Author), Andrews Jane (Author), Clark Timothy (Author)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K. : Emerald Publishing Limited, 2024.
Subjects
Education, Higher > Research.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781837533343
DOI10.1108/9781837533329
Physical Description1 online resource (312 pages)

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Table of Contents:
  • Chapter 1. Educational Policies and Professional Identities: Showcasing Lessons from Doctoral Practitioner Research / Richard Waller, Jane Andrews, and Timothy Clark
  • 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 / Alex Morfaki, Helen Bovill, and Nicola Bowden-Clissold
  • Chapter 3. Professional Identity within changing healthcare roles: exploring the third or hybrid space / Sally Moyle and Richard Waller
  • Chapter 4. The impact of symbolic violence on the perceived choices of trainee primary school teachers: a poetic perspective / Laura Manison and Catherine Rosenberg
  • Chapter 5. Further Education (FE) Sports Lecturer Professionalism: 'Freedom to Play', or 'Do as I Say?' / Jake Bacon and Tessa Podpadec
  • 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 / Ben Knight and Neil Harrison
  • Chapter 7. Mastering Professional Practises: Primary School Science Teacher Identity and Development / Juliet Edmonds
  • Chapter 8. Voices from the staffroom: impacts of further education policy on CPD in the sector / Andy Goldhawk
  • Chapter 9. Teacher Training in England: Exploring trainee teachers' perspectives on their professional identity formation / Karan Vickers-Hulse and Marcus Witt
  • Chapter 10. Convergence, Change, Consciousness and Confidence: the impact of initial teacher training policy on confident, career changing practising teachers / Nicholas Garrick and Jane Andrews
  • 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 / Georgie Ford and Richard Waller
  • Chapter 12. 'It's our job to take the limits away': Exploring the beliefs and practices of high expectation teachers / Julie Smith and Richard Waller
  • Chapter 13. Context, Consciousness, and Caution: Teachers of history in England and the exploration of sensitive and controversial issues in practice / Sarah Whitehouse and Verity Jones
  • Chapter 14. Counter Terrorism Measures in the Classroom: The Importance of Professionalism, Agency and Autonomy when Enacting the Prevent Duty / Max Weedon, Kathy Mansfield Higgins, and Ciaran Burke
  • 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? / Shamsudin Abikar, Helen Bovill, and Jane Andrews
  • Chapter 16. Reviewing the collection's contribution and value of practice-based doctoral studies / Meg Maguire.

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