This hybrid, small-scale, qualitative study took place in a further education college during COVID-19 regulations and consists of digital and face-to-face data collection. It explored practitioners’ perceptions of the significance of theoretical knowledge for their personal development, professional development and practice and how these were demonstrated as they navigated a culture of compliance and performativity. The study aims to answer three research questions:• How do theory and practice intermingle in FE based teachers’ accounts of their practice?• How are theory, values and direct experience intermingled in FE based teachers’ accounts of the culture of targets and compliance?• To what extent do FE based teachers say that engaging in academic study of educational theories has made a difference to them in terms of their personal and professional development? As such, it is distinct from previous studies in terms of specifically focusing on the impact of the theoretical knowledge aspects of initial teacher education and extending the research beyond practice to the development of the individual. Three concepts inform the theoretical framework of this study: education has the power to transform individuals, there is an intertwined relationship between theory and practice, and the acquisition of theoretical knowledge can extend an understanding of possibilities in teaching and learning, beyond a prevailing culture of compliance. Eighteen semi-structured interviews were conducted with further education practitioners, supplemented by two stimulated recall interviews. As the research took place during Covid 19 regulations, this is a hybrid study consisting of digital and face to face interviews. Data was analysed using grounded theory method. There were six main findings that make a contribution to knowledge arising from this study. There was an overarching finding that a classification system could be developed, placing informants on a continuum of four categories for each research question. In terms of the intermingling of theory with practice, they can be identified as articulators, specifiers, generalists and theory resisters; regarding the culture of compliance, they can be classified as active or passive refusers, accommodator/ abstainers or implementors. In relation to the impact of theory on their overall development, they can be identified as transformed, informed, facilitated or theory resistant. The next findings emerge from this, in order of importance: for a small number of participants from non-traditional backgrounds, the study of theoretical knowledge on ITE could be a life changing experience. Most participants were positive about theoretical knowledge, did not see their practice as concept -free and identified as creative, learner focused practitioners. The majority experienced some internal conflict with the culture of performativity but were able to retain a degree of professional autonomy. The main area for further research would be a more in-depth exploration of practitioners’ perceptions of the theory / practice relationship, using an alternative method to semi- structured interviews. Based on these findings, it is recommended that the theory aspect of ITE for Further Education practitioners should be retained and strengthened but underpinned by a robust body of powerful educational knowledge and include a more wide-ranging exploration of the theory / practice relationship.
| Date of Award | 23 Jul 2025 |
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| Original language | English |
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| Supervisor | Kate Lavender (Main Supervisor) |
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