Entering the profession(al organisation): trainee teachers conception of professionalism

Abstract

This thesis examines the way in which primary education trainee teachers in England are socialised into organisational professionalism as a result of their Initial Teacher Training experiences. It reports on research conducted within a small, post-1992 university in the South East of England. Data were collected from interviews with, and questionnaires completed by, School Direct, undergraduate and postgraduate trainees’ at the end point of their Initial Teacher Training.

The main findings suggest that trainee teachers experience organisational professionalism themselves and observe other teachers working within an educational culture that fosters organisational professionalism. Qualitative and quantitative data support an argument that trainee teachers accept aspects of organisational professionalism as being part of teaching today. However, they also hold onto beliefs about teaching that may conflict with the demands of organisational professionalism.

Trainee teachers from three different routes into teaching had experienced aspects of organisational professionalism through their school-based training. This experience often relied on trainee compliance as they conformed to the expectations of a range of sources of authority, often resulting in standardised practices within schools. Practice in school was seen to be justified within a performativity agenda, with the need to raise standards and work in ways that were perceived to be acceptable by external inspection.

Findings add to the body of knowledge about teacher preparation and in particular, this thesis offers empirical support to the theoretical discussion of organisational professionalism within teachers’ work as conceived by those that are at the end of their initial training.

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ORCID for Charis Voutsina: orcid.org/0000-0003-2196-5816

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