Ability labelling

, 192

Academic attainment

, 248–249

Accountability

, 73

Action research

, 175–178

Activists

, 222–223

Advanced Clinical Practice (ACP)

, 30

Advanced Clinical Practitioner (ACP)

, 31

Agency

, 100

Analysis

, 15–16

Aspiration

, 195

Assessment for Learning (AfL)

, 162–163

Assimilators

, 240–241

Association for Science Education Annual (ASE)

, 115

Association of Colleges (AoC)

, 174–175

Asymmetry of power

, 196

Autoethnography

, 50

Autonomy

, 92

Avoiders

, 221–222

Barriers

, 192

Bourdieu

, 49

Bourdieusian lens

, 193

Bourdieusian perspective

, 202–203

Braun and Clarke

, 147

Bricolage

, 15–16

British Educational Research Association (BERA)

, 2, 146

Bullock Report (1975)

, 250–252

Capitals

, 49

Career changers

, 158–159

Carter Review

, 140

Case study

, 107, 195–196

Change

, 165–167

Children, ethical issues surrounding conducting research with

, 196–197

Class

, 48

Classroom complexity

, 92

Classroom relationships

, 200

Classroom teaching

, 91

Close-to-practice research

, 3

Community of practice (CoP)

, 108

Competitive mediation

, 73, 75–76

Complexity Theory

, 88–90

Compliance

, 69–70

Confidence

, 165–167

Consciousness

, 165–167

Consolidatory focus group

, 179–180

Constructivist grounded theory (CGT)

, 158–159

Containers

, 220–221

Contingent choosers

, 59–62

Continuing Professional Development (CPD)

, 30, 106–107, 121–123, 268

regeneration

, 185–186

Core Content Framework (CCF)

, 94–95

Core PGCE (Core) provision

, 140

Counter-Terrorism and Security Act

, 230

Counter-terrorism measures

, 230

data collection

, 235–237

epidemiological justification for Prevent

, 231

findings

, 237–242

governmentality, freedom of speech and surveillance

, 231–233

new taxonomy of policy enactment work

, 238–239

Critical discourse analysis (CDA)

, 236–237

Critical realism

, 233–234

Critical Realist World Systems Model (CReWS)

, 230

Critical-realist analytical method

, 236–237

Data analysis

, 236–237

Department for Education (DfE)

, 249

Diagrammatic modelling

, 161

Doctoral practitioner research

, 1–2

challenging educational policy and practice

, 5

constructions of professional and society

, 5

interrogating approaches

, 5

process

, 5–7

rationale

, 3–4

researcher development

, 2–3

structure

, 4–5

Doctoral students

, 141

Doctoral study

, 88, 90, 252, 259

Doctorate in Education (EdD)

, 1

Doubters

, 241–242

Early Career Framework (ECF)

, 94–95, 158–159

Early career researchers (ECRs)

, 1–2

Early Years Education and Care (ECEC)

, 13–14

Early years educators, mapping roles of

, 21–23

Ecological systems theory

, 91–92

Education and Training Foundation (ETF)

, 125

Education policy and simple view of teaching and learning

, 93–95

Education policymakers

, 88

Educational Endowment Foundation (EEF)

, 97

Emancipatory discourses of professionalism

, 127

Embedded choosers

, 59–62

Emergency Department (ED)

, 32–33

Emergency Nurse Practitioner (ENP)

, 30

Emotional conceptualisations

, 184

Emotional health

, 182–183

English as an additional language (EAL)

, 248

Epistemology

, 97

Ethics

, 71, 180–181

Every Child Matters

, 12

Evidence-based training model

, 174–175

Feedback

, 199

Fixed ability

, 192–193

Focus groups

, 147

‘Football managers’ syndrome

, 74–75

Foucauldian discourse analysis (FDA)

, 236–237

Foucault

, 231–232

Freedom of speech

, 231–233

Fundamental British values (FBV)

, 232, 241–242

Further and Higher Education Act (1992)

, 124

Further education (FE)

, 66–67, 121–122, 174–175, 267–268

analysis

, 72–73

brief history of FE policy

, 123–125

conceptualisations of professionalism

, 125–127

effects on professional learning in

, 127–133

ethics

, 71

experience in

, 67–69

findings

, 73–77

insider research

, 70

method

, 71–72

methodology

, 70–72

participants

, 70

post-match analysis

, 78–79

procedure and sampling

, 72

professionalism in FE contexts

, 69–70

recommendations

, 78

research study

, 65–66

terms

, 122–123

Gender

, 48

General Certificate of Secondary Education (GCSE)

, 111

Generic CPD

, 131–132

Georgie Ford (GF)

, 174

Governmentality

, 231–233

Habitus

, 109

Healthcare policy

findings

, 36

insider knowledge and ethical issues

, 33–35

photograph elicitation

, 35–36

policy context

, 30–31

research methods

, 31–33

role

, 36–38

role socialisation

, 40–41

role transition

, 39–40

Sally’s professional story and context

, 30

third space

, 41–42

Hierarchies of professionalism

distinct professionalism

, 13–14

identities and professionalism through insider research

, 12–13

interprofessional partnerships for inclusion

, 16–21

mapping roles of early years educators

, 21–23

methodology

, 15–16

theorising early years educators’ professional roles and identities

, 14–15

High expectation teachers

, 192

Bourdieusian perspective

, 202–203

context and methods

, 197–198

ethical considerations

, 196–197

implications for practice

, 203–204

learning from research design

, 204

methodology

, 195–196

research findings

, 198–202

social mobility

, 193–194

impact of socio-economic factors

, 194–195

theoretical framework

, 192–193

Higher education (HE)

, 30, 66

History teachers, categorisation of

, 213–214

Home language (HL)

, 248–249

case for HL policy

, 259–260

challenges

, 260

doctoral study

, 252–259

exploring changing policy perspectives on

, 251–252

findings from semi-structured interviews and HL assessments

, 256–259

setting scene

, 249–250

Horizontal surveillance

, 215

Hybrid space

, 42–43

Identity

, 12–13, 30, 61–62, 106, 141

convergence

, 165–167

development

, 161–165

In-service education and training (INSET)

, 122–123

Inclusion

, 158–159

Initial teacher education (ITE)

, 140, 158

diagrammatic modelling

, 161

identity convergence, change, consciousness and confidence

, 165–167

middle placement and identity development

, 161–165

policy context

, 158–159

prompted monologue

, 160–161

study

, 159

Insider knowledge

, 33–35

Insider research

, 70

Insider-researcher in educational setting

, 197

Institute for Learning (IfL)

, 125

Interactive learning

, 90

Interpretivism

, 215

Interpretivist paradigm

, 144

Interprofessional partnerships for inclusion

, 16–21

Interviews

, 210

Jane Andrews (JA)

, 1

Language interdependence hypotheses

, 248–249

Learning

, 88

communities

, 142–143

as complex phenomena

, 91–93

from research design

, 204

Lecturer-centred approach

, 123–124

Legitimate peripheral participation

, 108

Legitimators

, 239

Lingfield Review

, 125

Long Term Workforce Plan (LTWP)

, 31

Mediation

, 69–70

Mental conceptualisations

, 184

Mental health

, 174–175

Mental Health First Aid (MHFA)

, 176

pre-implementation trial

, 178–179

Mentor

, 142

Mentoring

, 142

Methodology

, 110–111

Middle placement

, 161–165

Minor Injury Unit (MIU)

, 32–33

Misrecognition of social coercion

, 48

Mixed methods social network analysis (MMSNA)

, 88–90

Motivation

, 148

Multi Academy Trust (MAT)

, 224–225

Narrative inquiry

, 50

National Curriculum for History

, 211, 218

National Curriculum of England (NCE)

, 250, 252

National Health Service (NHS)

, 5

Neo-liberal policy

, 123–124

New roles

, 31

New taxonomy of policy enactment work

, 238–239

Newly Qualified Teacher (NQT)

, 111–112

Non-compliance

, 69–70

Nurse education

, 267

Nursing

, 30

Objectivity

, 160

One-to-one coaching

, 123

Ontology

, 233–234

Organisational analysis

, 195–196

Organization for Economic Cooperation and Development (OECD)

, 96

Panopticism

, 231–232

Panopticon

, 231–232

Pedagogy

, 61–62, 210

Pedagopticon

, 214

Perceived impacts of sporting experiences on professional practice

, 75–77

Performance management in FE contexts

, 73–75

Performativity

, 73

Personal, Social, Health and Economic education programme (PSHE education programme)

, 241–242

Photograph elicitation

, 35–36

Physical Education (PE)

, 67

Physician Associate (PA)

, 31

Poetry

, 50–51

Policy

, 142, 210

Polyhedron of intelligibility

, 144–145

Post-Graduate Certificate in Education (PGCE)

, 67

Post-match analysis

, 78–79

Postgraduate

, 158–159

Postgraduate research (PGR)

, 110

Power

, 109

Practice-based doctoral studies

critical perspectives on educational policies and professional identity

, 266, 270–271

value of practitioner research

, 265–266

Practitioner-researcher

, 266

Prevent Duty Strategy

, 210, 212–213, 219

Prevent policy

, 230, 233, 235

epidemiological justification for

, 231

Primary science

, 106

case study teachers

, 111–112

findings

, 112–116

methodology and methods

, 110–111

national context

, 106–107

professional identity

, 107–110

Private, voluntary and independent settings (PVI)

, 16

Professional doctorates

, 50

Professional identity

, 30, 48–49, 59, 88, 107, 110, 140–142

gaining insights into

, 235–236

as teacher

, 150–152

theoretical framework

, 108–110

Professional learning effects in FE

, 127–133

Professional socialisation

, 40–41

Professionalism

conceptualisations of

, 125–127

in FE contexts

, 69–70, 73, 75

Prompted monologue (PM)

, 160–161

Psychology

, 91–92

Pupils

, 88

Purposive sampling

, 145

Qualified Teacher Learning and Skills (QTLS)

, 125

Qualified teacher status (QTS)

, 15

Questioning

, 199

Questionnaires

, 72

Random controlled trials (RCT)

, 97–98

Reflective practice

, 142

Relationships

, 142

on forming an identity

, 149–150

Research engagement

, 197

Research ethics

, 159

Research Excellence Framework (REF)

, 3

Research methods

, 160

Researcher Concordat

, 2–3

Researching Educational Policy and Professional Identities (REPPI)

, 1

Richard Waller (RW)

, 1, 174

Risk takers

, 220

Schemas

, 179

School Direct (SD)

, 140

School leaders

, 88

Schools

, 106–107

Science

, 106

capital

, 107, 109

Science, Technology, Engineering and Maths (STEM)

, 112

Securitisation

, 233

Self-confidence

, 37–38

Self-esteem

, 37–38

Self-surveillance

, 215

Semi-structured interviews

, 235–236

Sensitive and controversial

, 210

Social class

, 195

Social constructivism

, 128

Social justice

, 193

Social mobility

, 193–194

Social practice theory model

, 109

Social space

, 109

Society for Education and Training (SET)

, 125

Society for Research into Higher Education (SRHE)

, 7

Somali-origin pupils

, 259

Special educational needs and disabilities (SEND)

, 13, 98

Special Educational Needs Co-ordinator (SENCo)

, 14

Special Educational Needs Code

, 12

Sports lecturers

, 74–75, 77

Staff development

, 122–123

Surveillance

, 214–215, 223, 225

Surveillance

, 231–233

Survey

, 235

Symbolic violence

, 48

embedded and contingent choosers

, 59–62

ethical considerations

, 52–53

methodological journey

, 50–52

participant data

, 54

sample

, 53

setting scene

, 48–49

society’s invisible force

, 55–57

teaching

, 57–59

theoretical framework

, 49

theorising marginal voices

, 53

Teacher expectation

, 192

Teacher judgement

, 94–95

Teacher professional identity

, 96

Teacher training

, 144–145

data analysis

, 147

ethical considerations

, 146–147

key findings and recommendations

, 147–152

literature review

, 141–143

methodology and methods

, 144–146

research questions

, 140–141

theoretical framing

, 143–144

Teachers

, 88, 210

activists

, 222–223

avoiders

, 221–222

categorisation of history teachers

, 213–214

containers

, 220–221

findings

, 217–218

literature review

, 210–211

methodology

, 215–217

National Curriculum for History

, 211, 218

Prevent Duty

, 212–213, 219

risk takers

, 220

surveillance

, 214–215, 223, 225

Teachers’ Standards

, 211–212, 218–219

Teachers’ Standards

, 210–212, 218–219

Teaching

, 88

as complex phenomena

, 91–93

doctoral study

, 88–90

education policy and simple view of teaching and learning

, 93–95

implications for teacher identity and development

, 95–97

lessons for doctoral students

, 101

sociograph graphic representation of small group interactions

, 89

strategies

, 199–200

‘what works’ mindset and allure of policy simplification

, 97–99

Thematic analysis

, 72–73, 147, 198, 216–217, 236–237

Third space

, 41–42

THRIVE

, 175

Tidy House, The (1982)

, 49

Top-down approach

, 124

Training

, 174–175

development and delivery of

, 179

route and impact on identity

, 149

style for mental and emotional health delivery

, 183–184

Transferability

, 180–181

Transformability

, 198

Transformational learning

action research

, 175–178

consolidatory focus group

, 179–180

context and FE challenge

, 174–175

development and delivery of training programmes

, 179

ethics and transferability

, 180–181

findings

, 181–182

literature review and rationale

, 175

pre-implementation fact-finding, problem formulation and action planning

, 178

pre-implementation trial of MHFA

, 178–179

recommendations for policy change

, 185–187

impact of research and reflection

, 187–188

research questions

, 177–178

study participants

, 177

Transformational learning theory (TLT)

, 176

Universal training

, 176, 185

University of the West of England (UWE)

, 1

Vertical surveillance

, 215

Visual aids

, 35–36

‘What works’ mindset

, 97–99

Working class students

, 195

Workload

, 148–149