Beginning teacher agency in the enactment of fundamental British values: A multi-method case study.

Lundie, David and Bamber, Philip M. and Bullivant, Andrea and Clark, Alison (2019) Beginning teacher agency in the enactment of fundamental British values: A multi-method case study. Oxford Review of Education. ISSN ISSN: 0305-4985, ESSN: 1465-3915 (Accepted for Publication)

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Abstract

There has been significant discussion and debate about the meaning and implementation of the requirement for schools to promote fundamental British values. While much of the research in this area focuses on surveying teachers’ attitudes, this paper set out to understand the processes of professional enactment through which beginning teachers interpret the policy agenda during initial teacher education. A multi-methodcase study was undertaken at a large provider of ITE in the North of England, following beginning teachers on project placement in primary schools. Theorising awareness and agency as axes of professional formation, the paper identifies three key thematic foci: community partnership, the treatment of inclusiveness and diversity and the professional understanding, interpretation and performance of value language. Context shapes enactment of each theme, with reflective space for criticality required if beginning teachers are to develop professional agency with regard to their role as values educators. This is a feature of the culture of placement schools, and while University-based teaching can ameliorate the effects of unreflective compliance, it cannot provide a replacement for professional acculturation. The paper explores the implications of reflection on enactment for the professional acculturation of beginning teachers, making recommendations for teacher education.

Item Type: Article
Additional Information and Comments: " This is an Accepted Manuscript of an article which will be published by Taylor & Francis in Oxford Review of Education on [date of publication when published}, available online: https://www.tandfonline.com/loi/core20"
Keywords: fundamental British values; teacher education; qualitative case study; teacher agency; professional values
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Philippa Williams
Date Deposited: 02 Sep 2019 08:40
Last Modified: 02 Sep 2019 08:40
URI: http://hira.hope.ac.uk/id/eprint/2849

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