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Associate teachers' learning networks: a figurational analysis of initial teacher education

Luke Jones (Faculty of Education and Children's Services, University of Chester, Chester, UK)
Steven Tones (Faculty of Education and Children's Services, University of Chester, Chester, UK)
Gethin Foulkes (Faculty of Education and Children's Services, University of Chester, Chester, UK)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 29 April 2020

Issue publication date: 13 May 2020

134

Abstract

Purpose

The aim of this paper is to use the lens of figurational sociology to analyse the learning networks of physical education (PE) associate teachers (ATs) in England. More specifically, it aims to develop a more adequate understanding of who is involved in the learning networks and how they influence ATs during their one-year postgraduate initial teacher education (ITE) programme.

Design/methodology/approach

A total of 35 ATs within a university ITE partnership took part in the study during the final phase of their postgraduate programme. Questionnaires and semi-structured interviews were used to examine the nature and impact of the interdependent relationships that they had developed with other individuals and groups. A process of content analysis was used to identify and analyse patterns in the data.

Findings

Mentors have the most influence over ATs. They support the inclusion of the ATs within the PE department, but elements of the mentors' role are contradictory and can unintentionally hinder the ATs' teaching. Mentors, teachers and tutors also share a common social habitus that ensures a degree of conformity within the PE community. New experiences tend to reinforce ATs' existing beliefs about the nature and practice of teaching PE.

Practical implications

These findings have implications for providers of ITE in deciding who is involved in mentor training and how it is approached. If ATs are to be introduced to more innovative teaching approaches that promote change, then tutors need to collaborate with mentors and teachers to develop awareness of their often-unplanned influence.

Originality/value

Applying the distinctive, and more generally sociological, concepts that make up the figurational perspective helped to develop a more adequate understanding of the ATs' learning networks. It provided an insight into the changing relationships that ATs have with their mentors and other individuals who work within the school and university context.

Keywords

Citation

Jones, L., Tones, S. and Foulkes, G. (2020), "Associate teachers' learning networks: a figurational analysis of initial teacher education", International Journal of Mentoring and Coaching in Education, Vol. 9 No. 2, pp. 205-218. https://doi.org/10.1108/IJMCE-09-2019-0088

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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