Bourdieu and initial teacher education - A post-structuralist approach

Abstract

This paper details an application of the work of the French social theorist Pierre Bourdieu to research on initial teacher education. The extent to which Bourdieu's work is post-structuralist is discussed; his major theoretical perspectives are outlined; and their relevancy outside of the purely sociological argued for. An example of research method derived from his approach is offered as a practical illustration: the training of modern language teachers. The method is based on a three-level analysis which links notions of individual pedagogic habitus to the training field. Some detail is given of ‘mapping the field' of training, and structural, differential responses of students within it. Training is considered as ‘discourse', as a field of knowledge(s) and practice(s), and the policy implications of this approach discussed. Comments are made on the epistemological nature of the method employed and its scope for future research practice.