Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.749396
Title: An exploration of the ways in which teachers navigate tensions in their professional lives
Author: Lee, Hilary
ISNI:       0000 0004 7233 6347
Awarding Body: University of Roehampton
Current Institution: University of Roehampton
Date of Award: 2018
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Abstract:
Despite the extensive research into teachers’ lives in recent decades, relatively little of it has focused on the experiences of motivated teachers. Past research has tended to focus upon the issue of retention in a profession that is dominated by regulation and performance measures. This thesis offers an original contribution to the field by exploring the experiences of established teachers who consider themselves to be motivated and who successfully navigate the tensions between the current education landscape and their personal values about teaching. The research provides insights into the complex context within which teachers work and the ways in which they manage this complexity. The methodology is grounded in the principles of adaptive theory which enables the analysis of subjective experience alongside analysis of pre-existing theories to reveal links between teachers’ actions and the structures and systems which affect them. As such, the research offers a new lens through which to consider the complex nature of teachers’ professional lives. The research consists of in-depth interviews with six teachers over the course of a year. The research findings reveal how successful teachers are able to adapt behaviours to negotiate tensions and take control of their own practice. The teachers in this study demonstrate curiosity and critical awareness of the issues in education that go beyond their daily practice. They have a deep understanding of their own values and the factors that influence them and are therefore able to position themselves within the profession and the organisation within which they work. This enables them to take positive action rather than merely cope with the challenges they face. The findings have implications for teacher training and development programmes and the ways in which they enable teachers to navigate and shape their own professional lives.
Supervisor: Shaughnessy, Julie ; Douglas, Alaster Scott Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.749396  DOI: Not available
Keywords: Teacher identity ; professionalism ; adaptive theory ; teacher agency
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