Worton, Sarah;
(2024)
Playing the ITE Field: from a game of strategy to chance. A Bourdieusian analysis of perspectives on policy in Initial Teacher Education in England.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
This thesis critically analyses how government policy in Initial Teacher Education (ITE) in England was experienced by those working in the field in schools and universities at two data collection points in 2017 and 2023. The findings from 33 interviews are analysed to show that government policy acted as the field of power to define what was valued as capital in ITE. The policy shifted from a context in which the rules of the game were clear to the players to one in which the valued capital became arbitrary and the rules opaque. The concepts of collaboration and competition are used to illuminate the contradictory and confusing nature of the game, in which schools and universities were often pitted in competition with one another in the ITE market, yet collaboration was necessary for partnership arrangements. My research uses a Bourdieusian theoretical lens to examine the concepts of field, field of power, capital and habitus to show how power at the two points in time was unevenly distributed amongst the agents working in the ITE field. This research explores how policy moves by the government at the time created an inequitable market for ITE which disadvantaged some agents in the field and favoured others. By illuminating this engineered market, I hope to extend understanding of the role of policy in ITE and how it impacts on the profession more widely. The findings contribute to the field of critical policy analysis in relation to ITE, showing that by regulating the market, the arm of the state can influence how and where initial teacher education takes place, what is taught in an ITE curriculum and how new teachers are inducted into the profession.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Playing the ITE Field: from a game of strategy to chance. A Bourdieusian analysis of perspectives on policy in Initial Teacher Education in England |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| Keywords: | Policy, ITE, Bourdieu, Capital, Education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10202567 |
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