Exploring the Role of School Placement from a Foucauldian Perspective: The Theory-Policy-Practice Divide

Abstract

Chapter 7 Exploring the Role of School Placement from a Foucauldian Perspective: The Theory-Policy-Practice Divide presents findings from a small-scale research project that aims to explore school placement in ITE as experienced by the student teachers themselves through an examination of the factors shaping their experience on school placement and the development of their subsequent professional identities. The seemingly widely-embraced ‘beneficial’ nature of the school placement has been problematized on a range of issues, mainly, the failure of ITE to prepare student teachers in their transition from teacher preparation to full-time teaching. A critical literature reviewing exploring these issues is placed in a global context through the main findings of the OECD’s ‘Teaching and Learning International Survey’ (TALIS) 2013.