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

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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 published by Taylor & Francis in Oxford Review of Education on 5th June 2019, available online: https://www.tandfonline.com/doi/full/10.1080/03054985.2019.1612344
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: 21 Nov 2019 15:37
URI: https://hira.hope.ac.uk/id/eprint/2849

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