A qualitative inquiry into primary student teachers’ construction of knowledge regarding teaching children learning English as an additional language

Doyle, Gerard ORCID: 0009-0000-6981-5986 (2024). A qualitative inquiry into primary student teachers’ construction of knowledge regarding teaching children learning English as an additional language. University of Birmingham. Ed.D.

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Abstract

In England, government policy for the education of children learning English as an Additional Language (EAL) is under-specified in the policy contexts of primary education and Initial Teacher Education (ITE). The system of teacher education is highly regulated by the Department of Education and Ofsted where student teachers are taught ideologically informed content during ITE. Student teachers spend the majority of their teacher education time in schools, privileging learning from practice defined by the local contexts of the practicum experience. The under-specification of EAL contributes to variability in EAL expertise and practice in schools and hence, student teachers’ experiences of practice-based learning.

This small-scale study explores postgraduate student teachers’ construction of knowledge for teaching children learning EAL for teaching in mainstream primary classrooms in England. In order to examine student teachers’ navigation of their experiences, a bespoke theoretical framework was created to ensure a balance between trustworthiness and credibility while investigating the experiences contributing to student teachers’ construction of knowledge. The theoretical framework sets out a rationale for the qualitative exploration of student teachers’ cognition and, the influence of the relevant macro and micro contexts of their experience on their construction of knowledge of EAL pedagogy before and during ITE. The research design sits within an interpretivist paradigm and is structured using a Life History Research design frame. Purposive sampling was employed in the recruitment of six participants based on their interest in EAL pedagogy as part of ITE.

Data gathering was conducted at the beginning of the participants’ PGCE programme (Phase 1) and towards the end of the programme (Phase 2) using questionnaires, reflective journals and semi-structured life history interviews. Data were analysed using thematic coding analysis and narrative analysis. Findings are presented in the form of life histories for three of the participating student teachers. Cross analysis of participants’ data presents a holistic view of the data providing intersubjective themes that recover pedagogic discourses operating at macro levels of context from the participants’ micro level experiences before and during ITE.

Analysis of the data employs an ecological view of student teachers’ agency in the construction of knowledge of EAL pedagogy. Discussion refers to the presence and influence of powerful, ideologically informed, tightly regulated pedagogic discourses in shaping student teachers’ teacher education experiences and hence, construction of knowledge of EAL pedagogy. The possibilities for constructing knowledge of EAL pedagogy, aligned to the professional knowledge base, in the middle ground of ITE are analysed citing the challenges and obstacles face by teacher educators and student teachers in the macro and micro contexts of ITE.

The study concludes with recommendations for teacher educators’ practice including developing their own and their student teachers’ capacity to engage in reflection on EAL pedagogy while attending to linguistically responsive teaching practices.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):