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Student experiences of widening participation in initial teacher
education: a Bourdieusian analysis
Eileen Kelly-Blakeney St. Angela’s College, Sligo, Ireland
Education in the Globalised AgeUniversity of Sheffield
14 February 2014
Applying Bourdieu’s three-level approach to studying the field
1. Analyse the position of the field vis-à-vis the field of power2. Map out the objective structure of the relations between the positions occupied by the agents or institutions 3. Analyse the habitus of agents (Bourdieu & Wacquant, 1992; p. 104-105)
What is the structure and position of ITE in HE in Ireland?How is WP and increasing access to ITE enacted in policy and practice?
How do non-standard entry-route students experience undergraduate concurrent ITE?
Level 1: ITE: a field within fields within fields…
The Hunt Report (DES, 2011)
The Landscape Document (HEA, 2012)
Report on Reconfiguration, Collaboration & Governance (HEA, 2013)
Criteria & Guidelines for programme providers (TC, 2011)
Literacy & Numeracy
for Learning & Life
(DES, 2011)
Report on Review of the Structure of ITE provision
in Ireland (DES, 2012)
Level 2: WP in ITE: policy and practice• Accessing data from HEIs on entrants to ITE from
Access courses – difficult• Data obtained from personal communication with
HEA and Central Applications Office (CAO) • Fewer Mature entrants to ITE (10.6%) than
average across all programmes (14.5%)• Steady increase in HEAR applicants since 2010 • Now more HEAR – route students in ITE (7.9%)
than average across all programmes (4.5%)• Not all HEAR applicants receive HEAR place – thus
not eligible to avail of supports provided
Level 3: Student teachers’ stories
• Face-to-face interviews with 9 non-standard entry-route students in 2 HEIs in Ireland
• 6 Access-Route Students (4F, 2M), 3 Mature-Entry Students (2F, 1M)
• A layered approach used in data analysis: narrative analysis of narrative (Polkinghorne, 1995), intertwined with Bourdieu’s concepts
• Narrative – focus on the ‘relational’ • Field positions of students at time of
interviews: ‘Belonging’ or ‘Adjusting’
Field Positions
‘Belonging’• Transition easy• ‘Same’ as everyone
else• Capacity to draw on
and convert capital• High level of agency
in negotiating both fields
• Heightened reflexivity
‘Adjusting’• Non disclosure of entry
route• Feeling ‘different /
inferior’ to others• Capital not identified• Failure experienced in
one/both fields – ‘Struggling’
• Resilience • Available supports not
always drawn on
Implications
• Visibility and targeting re: WP routes to ITE at pre-entry stage
• HEIs: ‘normalisation’ of WP entry routes would serve to enhance the student teacher experience
• HEAR scheme is successful in WP to ITE, but needs to be adequately resourced
• Pre-entry Access courses very beneficial • Teaching Council: Increasing accountability re WP
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