A "Reflexive Breakout": The Influence of Structure and The Agency of Trainee Teachers, a Case Study of a Large FE College

Autor/in	Olukoga, Titilola
Titel	A "Reflexive Breakout": The Influence of Structure and The Agency of Trainee Teachers, a Case Study of a Large FE College
Quelle	In: Research in Post-Compulsory Education, 23 (2018) 4, S.479-498 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olukoga, Titilola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2018.1526905
Schlagwörter	Teacher Education Programs; Case Studies; Foreign Countries; Adult Education; Vocational Education Teachers; Academic Education; Teacher Attitudes; Commercialization; Educational Change; Political Influences; Educational Policy; Faculty Development; Correlation; Teacher Certification; Professionalism; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbilder; Akademische Bildung; Lehrerverhalten; Bildungsreform; Political influence; Politischer Einfluss; Politics of education; Bildungspolitik; Korrelation; Professionalität; Schülerverhalten; Großbritannien
Abstract	The Further Education (FE) sector has been considered by successive UK governments as significant to developing a global competitive edge as well as enhancing social justice. Consequently, these governments have shown keen interests in the sector and have introduced reforms and policy initiatives that have led to cultures of marketisation, managerialism and performativity. This in turn has been viewed as the dominance of structure over agency which has seemingly marginalised teachers' classroom practice. This case study research employs Giddens' structuration theory to analyse and understand the interrelationships between structure and agency within a large FE College. Using in-depth semi-structured interviews, data were collected from 16 teachers from both vocational and academic curriculum areas who have completed the PGCE/Cert Ed initial teacher training programme within 3 years of the study. Findings suggest that whilst structure has the capacity to wield its influence, teachers have the propensity to negotiate this influence and 'breakout' from the dominance of structure by proactively making effective changes to their advantage -- within the confines of their professional practice. This study also advocates a review of politically imposed education reforms and support structures in the College in order to effect the desired change in the professional development of trainee teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01