Convergence, Change, Consciousness and Confidence: The Impact of Initial Teacher Training Policy on Confident, Career Changing Practising Teachers

Abstract

In illustrating and reflecting on my use of constructivist grounded theory methodology, this chapter explores findings of a study involving perceptions of learning of eight career changing trainee teachers enroled across four one-year primary or secondary postgraduate initial teacher education (ITE) programmes in England. Through four sets of unstructured interviews over the course of 10 months, qualitative findings suggest that this group of trainee teachers experience a similar learning process of convergence, change, consciousness and confidence. Diagrammatic modelling of data plays a key role in enacting a constructivist approach to grounded theory by demonstrating coding relationships through constant comparison leading to theory generation. Along with other observations, significant findings include how career changers without prior education experience may adapt and adopt new, professional identities with more confidence more quickly than those with extensive prior education experience, and, alternative teaching placements that occur in the ‘middle’ of a postgraduate course may have a significant effect in a career changers perceived confidence in ‘being a teacher’. Recommendations for ITE programmes, future teacher recruitment policy and researchers employing grounded theory are included. Recommendations for postgraduate researchers in education are scattered throughout this chapter.

Citation

Garrick, N. and Andrews, J. (2024), "Convergence, Change, Consciousness and Confidence: The Impact of Initial Teacher Training Policy on Confident, Career Changing Practising Teachers", Waller, R., Andrews, J. and Clark, T. (Ed.) Critical Perspectives on Educational Policies and Professional Identities, Emerald Publishing Limited, Leeds, pp. 157-170. https://doi.org/10.1108/978-1-83753-332-920241010