ABSTRACT The Further Education (FE) sector has been considered by successive UK governments as significant to developing a global competitive edge as well as enhancing social justice. Consequently, these governments have shown keen interests in the sector and have introduced reforms and policy initiatives that have led to cultures of marketisation, managerialism and performativity. This in turn has been viewed as the dominance of structure over agency which has seemingly marginalised teachers’ classroom practice. This case study research employs Giddens’ structuration theory to analyse and understand the interrelationships between structure and agency within a large FE College. Using in-depth semi-structured interviews, data were collected from 16 teachers from both vocational and academic curriculum areas who have completed the PGCE/Cert Ed initial teacher training programme within 3 years of the study. Findings suggest that whilst structure has the capacity to wield its influence, teachers have the propensity to negotiate this influence and ‘breakout’ from the dominance of structure by proactively making effective changes to their advantage – within the confines of their professional practice. This study also advocates a review of politically imposed education reforms and support structures in the College in order to effect the desired change in the professional development of trainee teachers.

中文翻译：

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反思性突破：结构和受训老师的代理的影响，以大型FE学院为例

摘要历届英国政府都认为，继续教育（FE）部门对于发展全球竞争优势以及增强社会公正感至关重要。因此，这些政府对这一部门表现出了浓厚的兴趣，并采取了改革和政策举措，从而导致了市场化，管理主义和绩效文化。反过来，这又被认为是结构胜过代理的主导，这似乎使教师的课堂实践边缘化。本案例研究采用吉登斯的结构化理论来分析和理解大型FE学院中结构与代理之间的相互关系。使用深入的半结构化访谈，数据来自职业和学术课程领域的16名教师，他们在研究的3年内完成了PGCE / Cert Ed的初始教师培训计划。研究结果表明，尽管结构具有发挥其影响力的能力，但教师倾向于通过在其专业实践的范围内积极地对其优势进行有效的改变，来协商这种影响和“突破”结构的主导地位。这项研究还主张对学院的政治教育改革和支持结构进行审查，以实现实习教师专业发展方面的预期变化。教师倾向于在自己的专业实践范围内，通过主动改变自身的优势来协商这种影响力和从结构的主导地位中“突破”。这项研究还主张对学院的政治教育改革和支持结构进行审查，以实现实习教师专业发展方面的预期变化。教师倾向于在自己的专业实践范围内，通过主动改变自身的优势来协商这种影响力和从结构的支配地位中“突破”。这项研究还主张对学院的政治教育改革和支持结构进行审查，以实现实习教师专业发展方面的预期变化。