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Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour

Leaton Gray, S; Whitty, G; (2010) Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour. Cambridge Journal of Education , 40 (1) pp. 5-23. 10.1080/03057640903567005. Green open access

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Abstract

Since the 1988 Education Reform Act, the teacher’s role in England has changed in many ways, a process which intensified under New Labour after 1997. Conceptions of teacher professionalism have become more structured and formalized, often heavily influenced by government policy objectives. Career paths have become more diverse and specialised. In this article, three post‐1997 professional roles are given consideration as examples of these new specialised career paths: Higher Level Teaching Assistants, Teach First trainees and Advanced Skills Teachers. The article goes on to examine such developments within teaching, using Bourdieu’s concept of habitus to inform the analysis, as well as Bernstein’s theories of knowledge and identity. The article concludes that there has been considerable specialization and subsequent fragmentation of roles within the teaching profession, as part of workforce remodelling initiatives. However, there is still further scope for developing a greater sense of professional cohesion through social activism initiatives, such as the children’s agenda. This may produce more stable professional identities in the future as the role of teachers within the wider children’s workforce is clarified.

Type: Article
Title: Social trajectories or disrupted identities? Changing and competing models of teacher professionalism under New Labour
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03057640903567005
Publisher version: http://dx.doi.org/10.1080/03057640903567005
Language: English
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in the Cambridge Journal of Education on 15 March 2010, available online: http://wwww.tandfonline.com/10.1080/03057640903567005.
Keywords: politics of education, sociology of education, teacher education, teachers, teaching assistants
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1471019
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