O'Kelly, Julia; (2020) The value of Initial Teacher Education: generating controlled or activist professionalism? Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

Government policy on teacher education, particularly since 2010, has emphasised a perceived divide between sites of learning (universities and schools) and the knowledge base of professional teaching (theory and practice), appearing to value practical knowledge gained in school over theoretical, academic knowledge gained in universities. In a framework of knowledge traditions underpinning teacher education and concepts of teacher professionalism, this study investigates the perceptions of teachers with 3-6 years’ teaching experience of what, in their initial teacher education, continues to be of value to them. A phenomenological approach was chosen for the research. In particular, Interpretative Phenomenological Analysis which supports an interpretivist epistemology, within recognised procedures for analysis. Its ideographic approach was appropriate to investigate individuals’ perceptions of their experience, and to give weight to each person’s view (and acknowledge my own). Seven teachers from one school took part in the research. Unstructured interviews, based on a diagram prepared by each participant showing how they view their initial teacher education, was the main method of data collection. Participants referred to a range of values of academic knowledge, and a number of perceived benefits and limitations of school-based learning. They commented on the relationship between theory and practice, with some seeing clear connections between the two, others less so along a continuum towards little or no connection. They talked about the residual, or lasting, impact of initial teacher education in terms of the significance of professional values in sustaining them as they face the day-to-day demands of teaching. The findings illuminate ways in which the perceived value of different knowledge may be related to different concepts of professionalism. While some models, which integrate academic and practical knowledge, may be more likely to sustain a teacher in their career in the long term, the attraction of practical knowledge remains strong.

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