This study seeks to explore the rationale for Masters level study as part of teacher training in England, the reality as experienced by those students and their perceptions of the value of Masters level to their personal and professional development as early career teachers. Teacher education has ‘consistently been a significant site of social and political struggle’ (Menter, 2010) including the aspiration to become a postgraduate teaching profession, of Masters level in initial teacher education and top-up programmes for qualified teachers. Yet, development of postgraduate provision has been haphazard and reactionary, leaving the University provider in the sector with the burden of promoting its importance and defending its relevance. In a sector where training of teachers has moved from higher education to schools led, there has become a palpable separation between theory and practice (Hargreaves and Fullen, 2012). This research pursues the value of the Masters level elements in teacher education and also to the development of a teacher’s own personal and professional attributes. This qualitative study uses a constructivist grounded theory (CGT) methodology from a practitioner researcher perspective, in order to explore the student teachers perception and experience to develop a substantive theory outlining the value and use they make of their Masters level study. An early literature review, conducted to sensitise and inform the interview schedule was used within semi-structured interviews, undertaken with fifteen participants. Participants were purposively and then theoretically sampled to support the emerging theory until saturation of categories was achieved. Data was analysed using the CGT process outlined by Charmaz (2014). Core categories emerged describing qualities and characteristics that students earned, achieved and received while studying at Masters level that included professional capital (combined human, social and decisional capital) and personal capital. In addition, participants described the optimal educational environment for the promotion of these capitals; that of constructivist forms of teaching, learning and assessment (TLA). Furthermore, participants stated that the value and qualities of a challenging learning journey were enhanced when provided by an overall structure of transformative programme design. In the final theoretical rendering of the data, a conceptual model of programme design was formed, demonstrating the importance of transformative programme design, delivered through constructivist modes of TLA. Approaches found to provide a robust start to a teacher’s career, offer longevity in the field, promote effective and reflective teaching and critical but co-operative teachers.

Study abroad generates positive learning outcomes for students. However, experiences of learning, and processes, strategies and influences on learning during unaccompanied nursing study abroad are unclear. This hermeneutic phenomenological study therefore investigated student nurse experiences of learning during a study abroad journey in order to explore the phenomenon of learning and the processes, strategies and influences on learning throughout this journey. Twenty student nurses, from the UK and Europe, participated; two semi-structured interviews were conducted per participant (post-return and follow-up). Phenomenological hermeneutical data analysis revealed the phenomenon of learning comprised four themes: ‘experiencing a different reality’; ‘active sense-making’; ‘being with others’ and ‘being changed and transformed’. Findings identify that study abroad was experienced as the liminal space in which learning occurred. Students experienced liminality in this space and the process of learning was triggered by disjuncture. Students took responsibility for learning and undertook active sense-making activities to gain insight. Students struggled to make sense of troublesome experiences, and remained in a stuck place until resolution of troublesome-ness enabled students to cross a threshold into understanding. Threshold concepts in nursing were revealed as particularly troublesome. Learning was influenced by others; this included communitas, communities and communities of practice. Otherness also influenced student learning and position in these communities. Students experienced change and transformation as a result of the learning that had occurred. A postliminal state was attained when troublesome-ness was resolved and students had re-integrated back into their usual reality. These findings offer new practical and theoretical insight into student nurse learning during unaccompanied study abroad journeys and further development of educational policy, practice and research is recommended.

This thesis explores the role of disruptive contexts and their effect upon incivility within the nursing student-lecturer relationship in higher education. Incivility has been growing exponentially, with evidence of a blame culture, polarising and disempowering both groups. Shifting the focus from attribution to contextual understanding was perceived as an empowering strategy which enabled the exploration of incivility, without apportioning blame. This was achieved through the facilitation of meaningful dialogical relationships. Utilising principles emanating from the critical theory paradigm, the Habermasian Ideal Speech Situation was applied. A triangulated approach of collaborative action research (CAR) and interpretive phenomenology provided the methodological underpinnings and method. This was delivered through a programme of six interactive workshops and individual semi-structured interviews, equally involving students and lecturers, facilitated within emancipatory reflective spaces (ERS), a term unique to the study. The promotion and facilitation of internal and external dialogues allowed for both self and group reflection. This collaborative approach enabled the development of power sharing which had to be built upon authentic relationships and not compromised by "illusion" and tokenism. Findings focused upon "looking beyond the obvious" contextual behaviour, which led to a deeper understanding of the fluid role of context in relation to incivility. This provided the conceptual underpinning for a contextual intervention framework, identifying individual, classroom and organisational approaches for minimising and coping with its devaluing effect. This research is important, as through the establishment of ERS students and lecturers developed collaborative and meaningful relationships, based upon mutual respect, authenticity and genuineness. These empowering spaces enabled them to freely explore the notion of disruptive contexts which in turn led to a deeper and conceptual understanding of the cause, effect and management of incivility. This conceptualisation and the associated interventions are both applicable to academic settings and are potentially transferable into the professional practice context.

Research literature highlights a gap in the provision of degree programmes being offered to students in relation to the skill set that is needed by employers. To bridge this gap universities need to seek an alternative approach to teaching and learning that is educationally credible, yet addresses the needs of the employability agenda. The aim of this research is to develop a capability model for HE teaching and learning, in the first instance, for Information Systems undergraduate students that embeds CBT tools and techniques into a modified constructivist curriculum studied by those students. The model successfully embeds PDP and employability as an integral part of the degree experience for those students at Northumbria University. The teaching approach is influenced by Cognitive Behaviour Therapy (CBT) as part of this innovative teaching model, developed from existing and emerging educational psychology. The study explores the relationships, the dialogue and perceptions, between staff and students and investigates the student experience relating to their self-efficacy and self-actualisation during that period, with a particular emphasis on employability skills and attributes. The research employs Interpretative Phenomenological Analysis (IPA) with data collected from six purposively selected participants. The data is qualitative and adheres to IPA methodology protocols resulting in a holistic understanding of the students’ perceptions and behavioural practices. The results demonstrate the importance for academia to consider the individual differences and learning styles of their students in relation to the programme design and delivery methods. Analysis of the data reinforces the shift required in the curriculum framework in order to influence the employability skills and ‘graduate attributes’ of the students. The findings provide institutions with a research rich approach to deliver high quality degree programmes that will ensure the future proofing and validity of the provision. Specific attention is focussed on a new approach to teaching – PEDaLL (Personal, Employability, Development and Lifelong Learning) - that Higher Education Institutions can use to influence policy and reshape organisational culture. Furthermore, this research contributes to meaningful staff development for educators, the embedding of employability within programmes and addressing the requirements of the student Higher Education Achievement Report (HEAR).

Service improvements in healthcare can improve service provision; make cost efficiency savings, streamline services and reduce clinical errors. However, service improvement alone may not be adequate in improving patient outcomes and quality of care. Complexity of healthcare provision makes service improvement a challenge, and there is little evidence of whether service improvement initiatives change healthcare practice and improve patient care. To equip the nursing workforce with the skills necessary to make service improvements, Higher Educational Institutions (HEI) have developed courses that include service improvement within their pre-registration programmes. However, service improvement is a learned skill, which nurses need to practice in order to become competent in making improvements. In order to explore service improvement in nursing, hermeneutic phenomenology was used to gain an understanding of the lived experiences from student to registered nurse. A purposive sample of twenty participants were selected from an adult pre-registration nursing programme, during their third year. Data was collected using semi-structured interviews in two phases; once when the participants were student nurses and 12 months later when the same participants were registered nurses. Data analysis occurred using a van Manen (1990) approach and the hermeneutic circle to facilitate interpretation and analysis of findings. Four key themes emerged from the data; service improvement in nursing; socialisation in nursing practice; power and powerlessness and challenges in changing practice. Findings showed that the participants underwent processes of professional transformation, becoming empowered and developing resilience in making service improvements from student to registered nurse. Participants achieved this by developing positive, adaptive behaviours. A new ‘Model of Self-efficacy in Service Improvement Enablement’ is presented which explains the participant’s service improvement journey. This new model has relevance for both nurse education and practice, in seeking to improve patient care through service improvements in nursing.

This document collates examples of the author’s practice, initiatives, inquiries, and scholarship in the five year period from 2010 to 2015. In conjunction with the critical commentary, ‘Developing a Curriculum for Engagement for Architectural Education at Northumbria University’ it serves to satisfy the requirements of Northumbria University’s regulations for the submission of a Professional Doctorate by Portfolio. The individual components within this portfolio seek to underpin the author’s claim towards developing a ‘curriculum for engagement’ in support of the student’s holistic educational experience of architectural education at Northumbria. The majority of the components have resulted from collaborations with colleagues in the course of the author’s practice. These have included fellow academics, academic managers, colleagues from other institutions and disciplines, as well as students of the programmes of architecture. In support of developing a ‘curriculum for engagement’, these collaborative works embody the notion of ‘communicative action’ (Habermas, 1981) in seeking consensual, iterative and beneficial initiatives for the benefit of student learning and experience. All inquiries have been supported by ethical permissions from relevant schools and faculties in the institution. All components have also been made available in the public domain, through a variety of outlets relevant to the particular output and audience. Permissions have been sought and granted for their reproduction in this portfolio. The individual components have been re-formatted for the purpose of this portfolio in order to comply with Northumbria University regulations for doctoral submissions. Font sizes and type, line-spaces and layouts have been standardised, and Harvard Northumbria has been used throughout for the purposes of citations and in-text referencing. References have been collated alphabetically. Word counts have omitted references.

Despite economic difficulties, the emphasis on and investment in teacher professional development (PD) across the world continues, as countries strive to improve educational standards to compete in a globalised knowledge economy. However, researchers have little evidence of its impact on teachers’ professional practice. While it is acknowledged that PD needs to be assessed and evaluated, there is little guidance as to how this might be achieved. Much focus is on short-term impact, with longer-term impact often ignored despite sustainability of practices being highlighted as critical for school improvement. This study set out to explore the impact of a collaborative PD initiative on teachers’ professional practice in five urban disadvantaged primary schools in the Republic of Ireland. A qualitative approach was used to explore shortterm and longer-term impact, along with factors that helped or hindered the development and sustainability of the PD practice. The literature review revealed gaps in existing frameworks for evaluation, resulting in the development of a ‘Professional Development Impact Evaluation Framework’ which is presented in the thesis. It demonstrates how the framework was both developed from extant literature and critiqued through application, and discusses its potential for evaluating the impact of a range of PD activities and answering the call for accountability in these straitened times. Findings revealed a PD legacy that resulted not only in practices being sustained, but demonstrating a PD multiplier, where the impact of the collaborative PD initiative extended beyond the initiative itself to include many changes, even at a cultural level. Given the significance of the PD multiplier, this study suggests that PD facilitators support such cultural changes on a larger scale in schools. A significant feature of change is the teacher as a change-agent, and this study proposes a number of typologies of teacher engagement which may have some implications for teacher PD. Impacting on these typologies were three key elements that contributed to ii teachers’ professional learning and which reflect a developing notion of agentic teacher professionalism: bottom-up approaches with top-down support; autonomy and professional trust; and collaborative practices and collective responsibility.

The development of physical education and school sport (PESS), a once ‘marginalised’ subject within the school curriculum, over the period 2003-2010 has often been referred to as the ‘quiet revolution’. An increased political interest in PESS and the idea that sport could be used to address wider social issues resulted in two major strategies, Physical Education, School Sport and Club Links (PESSCL 2003-2008) and Physical Education and Sport Strategy for Young People (PESSYP 2008-2013) and £2.4billion of funding. Drawing on Bernstein’s concept of the pedagogical device, this thesis seeks to understand how these two strategies were transmitted, transformed and realized in the secondary field and examines the extent to which they impacted on the pedagogic practice of PESS. This research study, conducted from within a School Sport Partnership, draws on a range of ethnographic methods including in-depth interviews with Partnership Development Managers, School Sport Coordinators, Primary Link Teachers and physical education teachers across a sub-regional area of London. This data was supplemented with extensive field diaries, partnership documentation and emails. Analysis of the data was conducted using grounded theory in NVivo9. The research findings are presented in three data chapters. The first examines the positioning of the PDM in the space at the interface between the recontextualising and secondary fields. The second results chapter investigates the realization of the PESS strategies and specifically examines the process of transmission and transformation of discourse as it passes through the complex infrastructure of School Sport Partnerships. The final data chapter discusses the impact of the PESS strategies on the pedagogic practices of teachers, and focuses extensively on the target driven culture which dominated practice within the secondary field. The lack of impact on pedagogic practice, particularly within secondary physical education, emerges as a key issue. The dominance of policy targets as the core evaluative rules of the PESS strategies emerged as a limiting factor in the realization of change. The thesis concludes with a discussion of the key findings and the implications for agents and/or agencies tasked with implementing and enacting change in the school setting. In applying the pedagogic device, we are able to analyse the role that the evaluative rules have in prioritising aspects of policy implementation and investigate the challenge of innovation and change. However I argue that Bernstein’s theory is not sufficiently sensitive to a number of the complexities of the contemporary educational landscape and needs further development and adaptation if we are to continue to use the pedagogic device to examine the process of recontextualisation and realization of policy in PESS.

This study compares and explains the knowledge base (Kirk et al, 1997; Shulman, 1987) for teaching physical education in Physical Education Teacher Education (PETE) programmes in England and Korea from the 1960s to the present. In the USA (Siedentop, 1989), the UK (Kirk, 1992) and Australia (Macdonald et al, 1999), the erosion of time spent on content knowledge (CK) for sports and other physical activities has been noted as a matter of concern. The academicisation of the physical activity field and the marginalisation of PETE within it are major factors in the shift in the knowledge base. Data was presented from a comparative study of four PETE programme in two countries in respect of social constructionism (Berger and Luckmann, 1966). The historical resources such as timetables, curricula and official documents were analysed using documentary methods and grounded theory. Grounded theory was also used to analyse interviews with previous and present teacher educators, student teachers, and teachers who graduated from each university. I found that for universities in both countries, first, the hours of theoretical content knowledge (TCK) and practical content knowledge (PRACK) in PETE had been reduced over time. Time for units of physical activity had decreased significantly. Second, student teachers learnt physical activity to introductory levels only, and the spiral system for the physical activity curriculum, where students ideally move from introductory to advanced levels of knowledge, did not work well. In terms of differences between the countries, first, in England there were many sessions where PRACK was interrelated with pedagogical content knowledge (PCK) and knowledge of learners and their characteristics (KLC). However, this was less common in Korea. In particular, interrelationships between PRACK and PCK and KLC were very weak because the Korean system is based on the study of kinesiology. Second, many students and teachers in England requested sessions to assist them to teach at GCSE and A Level. In Korea, in contrast, the need for PCK and KLC was identified. I conclude by confirming that CK forms only a small proportion of the knowledge base for teaching physical education confirming that there is a gap between the knowledge base in PETE and the knowledge requirements for teaching physical education in schools. I suggest developing special units in the PETE course based on models of learning, teaching and philosophy and being suitable for inclusion in the academic and scholarly culture of the university.

The research is based within higher education, focusing on four undergraduate modules in a university in the north of England, United Kingdom. The research explores the relationships between authentic learning activities and the development of different 'types' of learner autonomy. Assessment for Learning provides a pedagogic framework for the research and positions and defines authenticity and autonomy within this perspective on learning and assessment. The research aimed to explore the (potential) relationships between authentic (formative and summative) assessment practices and the types of autonomy, learner behaviour or development which emerged from this type of approach. The research examined authentic learning activities developed within academic modules which were non-vocational in nature (curriculum which was not linked to any professional awarding body). The 'authentic' learning activities were placed within a situated paradigm of learning and a constructivist view of knowledge. An interpretive, qualitative research design was employed, with twenty student and four tutor respondents. The research identified tutor and student constructions of authenticity and outlined the different types of learning autonomy which emerged from these constructions. Factors which inhibited and promoted development are discussed. When authentic learning activities were seen as relevant and meaningful by learners' and were framed and conceptualised within a pedagogic structure which supported student learning, a range of autonomous learning behaviours were observed. These behaviours were seen to develop in a complex 'layering' process, dependent for development on the presence of other 'types' of autonomy, to enable the 'building' of an overall autonomous learning capacity. The thesis presents two theoretical models which offer a contribution to the understanding of the ways in which authentic learning activities may contribute to the development of learner autonomy.