Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793389
Title: In word and deed I am revealed : the subject as teacher in Further Education
Author: Wilde, Julie A.
ISNI:       0000 0004 8502 7105
Awarding Body: University of Wolverhampton
Current Institution: University of Wolverhampton
Date of Award: 2019
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Abstract:
This thesis centres on a research study into the lived experiences of beginning teachers in Further Education (FE) in England. The study is contextualised by initial teacher education (ITE) in FE. The theoretical concepts underpinning the study derive from Hannah Arendt's (1958) theory of action. Arendt's (1958) 'The Human Condition' is employed as a basis for discussion and exploration alongside Biesta's (2013) work on the three domains for the purpose of education. It is widely researched that politically discursive practices and market principles undermine educational values and relationships (Ball 2003, 2016, Coffield 2017, Daley et al 2018). Initially it seems that policy based on marketisation, management and performativity leave no space for an autonomous self (Ball 2003, Daley et al 2018). By using Arendtian theory, this perspective will be explored. A narrative case study derived from a patchwork text approach (PWT) was employed to explore six full time, pre-service PGCE student teachers' storied experiences of becoming a teacher in FE. The findings from the study illustrate that the participants' stories identify rifts in the ability to negotiate their subjectification and their emergent pedagogical praxis. A variety of strategies are employed to mediate their worldly views and teaching practices whilst undertaking a PGCE course and during their first year in employment in FE. The study suggests that the beginning teachers value the PGCE classroom experience as a safe space for collaboration and exploration in making sense of the politically discursive nature of FE and their own emerging pedagogical praxis. The beginning teachers' experience also shows how socialisation into FE, away from the condition of natality (the opportunity to begin a new through initiative), demands a greater expectation to perform according to policy based initiatives albeit through complex human interactions and relational contexts. This dynamic relationship impedes opportunities to negotiate and mediate own judgments informing and initiating subjective actions. Interestingly, the beginning teachers in this study also showed how they provide the condition of natality in their classrooms. It seems that these spaces, within the closed doors of the classroom, offer the opportunities for beginning teachers to appear as subjects of action in 'word and deed' (Arendt 1958).
Supervisor: Smith, Rob ; Devlin, Linda Sponsor: University of Wolverhampton
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.793389  DOI: Not available
Keywords: beginning teachers in further education ; Arendt ; narrative and case study
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