Pub Date : 2023-07-03DOI: 10.1080/13596748.2023.2221119
J. Avis
ABSTRACT The paper problematises conceptualisations of Vocational Education and Training (VET) and its relationship to social justice by examining a number of debates. It explores a post-structural policy analysis which is sensitive to the manner in which, through research, we constitute the object of our inquiry and as a result of this process subtly change it. This initial discussion leads into an examination of hegemonic constructions of VET. Subsequently, the paper addresses the contours of inequality as they apply to VET and English further education. This is followed by an examination of conceptualisations of equity, equality and meritocracy. In conclusion, the paper poses a question – how far can VET be shifted from its occupational moorings in order to contribute towards a socially just society, or is it compromised by its close association with the needs of capital and employers? This is not merely an empirical but also a political question that hinges on conceptualisations of social justice and power as well as the manner in which these are addressed in the struggle for a fairer more just society.
{"title":"In pursuit of equity vocational education and training and social justice","authors":"J. Avis","doi":"10.1080/13596748.2023.2221119","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221119","url":null,"abstract":"ABSTRACT The paper problematises conceptualisations of Vocational Education and Training (VET) and its relationship to social justice by examining a number of debates. It explores a post-structural policy analysis which is sensitive to the manner in which, through research, we constitute the object of our inquiry and as a result of this process subtly change it. This initial discussion leads into an examination of hegemonic constructions of VET. Subsequently, the paper addresses the contours of inequality as they apply to VET and English further education. This is followed by an examination of conceptualisations of equity, equality and meritocracy. In conclusion, the paper poses a question – how far can VET be shifted from its occupational moorings in order to contribute towards a socially just society, or is it compromised by its close association with the needs of capital and employers? This is not merely an empirical but also a political question that hinges on conceptualisations of social justice and power as well as the manner in which these are addressed in the struggle for a fairer more just society.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42387867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/13596748.2023.2221123
Hessa Al-Thani, Youmen Chaaban, Xiangyun Du
ABSTRACT This study investigated the roles of eleven discipline-specific facilitators in a multi-tiered professional learning programme implemented in a higher education context. The study also examined the factors supporting and hindering their emerging roles, as they facilitated professional learning opportunities to other faculty in their colleges, while also being supported by programme coordinators. Using a phenomenological approach, data were generated from multiple qualitative sources, mainly portfolio entries and interviews conducted with the eleven facilitators at the end of Phase 1 and Phase 2 of the programme. Data analysis revealed the emerging facilitation roles, as well as the intricacies of the factors that were either supports or constraints to the different facilitators. Implications for the role that facilitation played in transforming teaching and learning in a centralised context are discussed. Specifically, this study delineated the need for both bottom-up approaches supported by top-down structures, which can enhance teaching and learning pedagogies and practices. This mix of bottom-up agency and top-down authority was shown to better support discipline-specific facilitators and faculty participants alike.
{"title":"Factors influencing discipline-specific facilitators’ roles in a multi-tiered professional learning programme in higher education","authors":"Hessa Al-Thani, Youmen Chaaban, Xiangyun Du","doi":"10.1080/13596748.2023.2221123","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221123","url":null,"abstract":"ABSTRACT This study investigated the roles of eleven discipline-specific facilitators in a multi-tiered professional learning programme implemented in a higher education context. The study also examined the factors supporting and hindering their emerging roles, as they facilitated professional learning opportunities to other faculty in their colleges, while also being supported by programme coordinators. Using a phenomenological approach, data were generated from multiple qualitative sources, mainly portfolio entries and interviews conducted with the eleven facilitators at the end of Phase 1 and Phase 2 of the programme. Data analysis revealed the emerging facilitation roles, as well as the intricacies of the factors that were either supports or constraints to the different facilitators. Implications for the role that facilitation played in transforming teaching and learning in a centralised context are discussed. Specifically, this study delineated the need for both bottom-up approaches supported by top-down structures, which can enhance teaching and learning pedagogies and practices. This mix of bottom-up agency and top-down authority was shown to better support discipline-specific facilitators and faculty participants alike.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44088472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/13596748.2023.2221118
Garth D. Stahl, James A. Smith, A. Harvey, Braden Hill, Himanshu Gupta, Sam Moore, Jianing Wang
ABSTRACT As Australian higher education grapples with its colonial history, there has been significant attention to recruiting Indigenous students. However, while we have seen increases in Indigenous participation, males lag significantly behind. Very few Indigenous males enter university and even fewer enter the upper echelons of the stratified higher education sector. In this paper, we investigate the experiences of four Indigenous young men who attended an elite Australian higher education institution. Central to our analysis is how their identities are realised in relation to their sense of Indigeneity and Western ways of knowing, being and doing. In capturing the complex identity work of young Indigenous men, we report on three themes present in the data: feelings of alienation and isolation; identification with their Indigenous identity; and how they view higher education in shaping their futures. How these young men navigate selective institutions speaks to debates regarding non-traditional and historically excluded student populations in elite spaces as well as the decolonisation of higher education.
{"title":"“I tell my brothers that it can be done”: Indigenous Males Navigating Elite Australian Higher Education","authors":"Garth D. Stahl, James A. Smith, A. Harvey, Braden Hill, Himanshu Gupta, Sam Moore, Jianing Wang","doi":"10.1080/13596748.2023.2221118","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221118","url":null,"abstract":"ABSTRACT As Australian higher education grapples with its colonial history, there has been significant attention to recruiting Indigenous students. However, while we have seen increases in Indigenous participation, males lag significantly behind. Very few Indigenous males enter university and even fewer enter the upper echelons of the stratified higher education sector. In this paper, we investigate the experiences of four Indigenous young men who attended an elite Australian higher education institution. Central to our analysis is how their identities are realised in relation to their sense of Indigeneity and Western ways of knowing, being and doing. In capturing the complex identity work of young Indigenous men, we report on three themes present in the data: feelings of alienation and isolation; identification with their Indigenous identity; and how they view higher education in shaping their futures. How these young men navigate selective institutions speaks to debates regarding non-traditional and historically excluded student populations in elite spaces as well as the decolonisation of higher education.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48496376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206712
Jonathan Tummons
ABSTRACT Drawing on interim findings from an ethnography of a cycle mechanics’ workshop, this article demonstrates how the work of the mechanics rests on not only specific and contextualised craft expertise but also on distributed networks of both people and things, within which highly specialist instances of expertise or competence manifest alongside more generic, even mundane, instances of subjectivised, experiential knowledge or habit. Through an analysis of ethnographic data using a composite theoretical framework, designed as a mosaic consisting of three different but equal components, the article provides descriptions and theorisations of everyday work that reconcile contextualised situated accounts of craft expertise with the wider sociotechnological and cultural networks within which such contextualised spaces are located.
{"title":"Theorising the everyday work of cycle mechanics","authors":"Jonathan Tummons","doi":"10.1080/13596748.2023.2206712","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206712","url":null,"abstract":"ABSTRACT Drawing on interim findings from an ethnography of a cycle mechanics’ workshop, this article demonstrates how the work of the mechanics rests on not only specific and contextualised craft expertise but also on distributed networks of both people and things, within which highly specialist instances of expertise or competence manifest alongside more generic, even mundane, instances of subjectivised, experiential knowledge or habit. Through an analysis of ethnographic data using a composite theoretical framework, designed as a mosaic consisting of three different but equal components, the article provides descriptions and theorisations of everyday work that reconcile contextualised situated accounts of craft expertise with the wider sociotechnological and cultural networks within which such contextualised spaces are located.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45588125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206708
Leonardo Morantes-Africano
ABSTRACT This paper engages Bourdieu’s theories of social and cultural reproduction, namely that of habitus, symbolic power, and symbolic violence, with the work of queer theorists, to interrogate the theory and practice of heteronormativity. The paper centrally argues that issues of inequalities experienced by sexual minorities are rooted on a received discourse that is normative in nature, and that, if unexamined, will continue to reproduce them. It also argues that negative dispositions towards sexual difference are not innate to human nature but ‘learned’ via early socialisation. Thus, to advance social justice, disrupting heteronormativity is the right thing to do, and initial teacher education is in a privileged position to help teachers and students with processes of learning and unlearning, necessary for a critical interrogation of received gender/sexuality norms. The first section contextualises habitus against critical interpretations of gender and sexuality. The second section deals with the power of discourse and the symbolic violence exercised by it. The third section explores the role of teacher education to disrupt heteronormativity. The conclusion brings together key conceptualisations to argue that tackling issues of inequality and injustice towards sexual minorities requires a queering of habitus, an acceptance of sexual diversity as natural rather than deviant.
{"title":"Queering habitus: interrogating heteronormative dispositions that reproduce inequalities towards sexual minorities","authors":"Leonardo Morantes-Africano","doi":"10.1080/13596748.2023.2206708","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206708","url":null,"abstract":"ABSTRACT This paper engages Bourdieu’s theories of social and cultural reproduction, namely that of habitus, symbolic power, and symbolic violence, with the work of queer theorists, to interrogate the theory and practice of heteronormativity. The paper centrally argues that issues of inequalities experienced by sexual minorities are rooted on a received discourse that is normative in nature, and that, if unexamined, will continue to reproduce them. It also argues that negative dispositions towards sexual difference are not innate to human nature but ‘learned’ via early socialisation. Thus, to advance social justice, disrupting heteronormativity is the right thing to do, and initial teacher education is in a privileged position to help teachers and students with processes of learning and unlearning, necessary for a critical interrogation of received gender/sexuality norms. The first section contextualises habitus against critical interpretations of gender and sexuality. The second section deals with the power of discourse and the symbolic violence exercised by it. The third section explores the role of teacher education to disrupt heteronormativity. The conclusion brings together key conceptualisations to argue that tackling issues of inequality and injustice towards sexual minorities requires a queering of habitus, an acceptance of sexual diversity as natural rather than deviant.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42861857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206704
Masha Apostolidu, S. Johnston-Wilder
ABSTRACT Approximately one in three people worldwide suffers from mathematics anxiety, with scholarly literature demonstrating that it has significant consequences for both individuals and wider society. While underlying related concepts, such as self-efficacy and emotional regulation, have been studied, there has been less research into accessible, practical approaches that teachers, support staff, carers and learners can use to overcome emotional barriers to learning mathematics. However, one exception is the Mathematical Resilience Toolkit by Johnston-Wilder et al. This paper reviews the research underpinning the Mathematical Resilience Toolkit, introduces the concept of psychological safety, and presents and evaluates the results of a small-scale study. The Toolkit was used with eight mature GCSE mathematics learners in a further education college. In this exploratory study, data were collected from interviews and analysed using thematic analysis. The key themes that emerged highlight the importance of addressing emotional aspects of learning mathematics in the classroom for those returning to mathematics from adverse prior experiences. All participants rated the Mathematical Resilience Toolkit as ‘extremely useful’ and would advise using it as a practical strategy for any adult with anxiety in mathematics learning. This approach warrants further research to establish its efficacy in different contexts.
{"title":"Breaking through the fear: exploring the mathematical resilience toolkit with anxious FE students","authors":"Masha Apostolidu, S. Johnston-Wilder","doi":"10.1080/13596748.2023.2206704","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206704","url":null,"abstract":"ABSTRACT Approximately one in three people worldwide suffers from mathematics anxiety, with scholarly literature demonstrating that it has significant consequences for both individuals and wider society. While underlying related concepts, such as self-efficacy and emotional regulation, have been studied, there has been less research into accessible, practical approaches that teachers, support staff, carers and learners can use to overcome emotional barriers to learning mathematics. However, one exception is the Mathematical Resilience Toolkit by Johnston-Wilder et al. This paper reviews the research underpinning the Mathematical Resilience Toolkit, introduces the concept of psychological safety, and presents and evaluates the results of a small-scale study. The Toolkit was used with eight mature GCSE mathematics learners in a further education college. In this exploratory study, data were collected from interviews and analysed using thematic analysis. The key themes that emerged highlight the importance of addressing emotional aspects of learning mathematics in the classroom for those returning to mathematics from adverse prior experiences. All participants rated the Mathematical Resilience Toolkit as ‘extremely useful’ and would advise using it as a practical strategy for any adult with anxiety in mathematics learning. This approach warrants further research to establish its efficacy in different contexts.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206706
K. Johnston, S. Corbett, Adéle Bezuidenhout, Dion van Zyl, Susana Pasamar
ABSTRACT Studies on gender differences in work-life conflict have shown that women often report higher levels of work-life conflict due to social mores of undertaking a larger proportion of childcare and household work. Similarly, emergent research on the impact of the Covid pandemic on work-life conflict have shown that women experienced more work-life conflict. During the pandemic, educational work and provision took place within the home. The current study therefore sought to investigate work-life conflict for employees in the further education sector during the pandemic. The findings of the current study suggest that there were no gender differences, at least in the case of the further education sector, which is contrary to extant research on work-life conflict. Thus, there is scope to explore through future research whether there is trajectory towards gender equalitarianism in the sharing of household work, whether the pandemic as a crisis was an episodic event that necessitated gender equalitarian work distribution, or whether the blurring of boundaries between work and non-work domains is a continuum of neoliberal institutional demands.
{"title":"Gender differences in work-life conflict during Covid? A research agenda for work-life conflict post-pandemic","authors":"K. Johnston, S. Corbett, Adéle Bezuidenhout, Dion van Zyl, Susana Pasamar","doi":"10.1080/13596748.2023.2206706","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206706","url":null,"abstract":"ABSTRACT Studies on gender differences in work-life conflict have shown that women often report higher levels of work-life conflict due to social mores of undertaking a larger proportion of childcare and household work. Similarly, emergent research on the impact of the Covid pandemic on work-life conflict have shown that women experienced more work-life conflict. During the pandemic, educational work and provision took place within the home. The current study therefore sought to investigate work-life conflict for employees in the further education sector during the pandemic. The findings of the current study suggest that there were no gender differences, at least in the case of the further education sector, which is contrary to extant research on work-life conflict. Thus, there is scope to explore through future research whether there is trajectory towards gender equalitarianism in the sharing of household work, whether the pandemic as a crisis was an episodic event that necessitated gender equalitarian work distribution, or whether the blurring of boundaries between work and non-work domains is a continuum of neoliberal institutional demands.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206707
Maria Fakih
ABSTRACT The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.
{"title":"Step into a new dimension with augmented reality. Can Augmented Reality (AR) replicate the tactile experience in a virtual mathematics classroom and what is the impact on engagement and deeper understanding?","authors":"Maria Fakih","doi":"10.1080/13596748.2023.2206707","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206707","url":null,"abstract":"ABSTRACT The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42918054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206711
C. Lloyd
ABSTRACT This study explores the approach taken to teaching agriculture in further education colleges in England. There is almost no literature that focuses specifically on this group and therefore little is known about the teaching of this specialist subject area. The article begins by providing background both to the FE sector and agriculture. It then considers pedagogic content knowledge and its use as a tool for investigating and understanding practice. The findings from interviews with 17 practitioners involved in teaching agriculture are presented. These focus on beliefs on preparing learners for a career in the sector, the decision-making process when planning sessions and accounts of teaching practice. The findings suggest that there are a number of features that make teaching agriculture distinct from a more general pedagogical approach. These include the impact of context on pedagogical decisions, the value placed on theoretical and practical aspects and proximity to industry through resourcing. It is hoped that making these visible will enable the transfer of knowledge within the teaching community and promote a greater understanding of this area of provision within the further education sector.
{"title":"“Not just go into a field to turn the soil over, they’ve got to understand the science behind it.” using pedagogic content knowledge to uncover teaching practice in agriculture","authors":"C. Lloyd","doi":"10.1080/13596748.2023.2206711","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206711","url":null,"abstract":"ABSTRACT This study explores the approach taken to teaching agriculture in further education colleges in England. There is almost no literature that focuses specifically on this group and therefore little is known about the teaching of this specialist subject area. The article begins by providing background both to the FE sector and agriculture. It then considers pedagogic content knowledge and its use as a tool for investigating and understanding practice. The findings from interviews with 17 practitioners involved in teaching agriculture are presented. These focus on beliefs on preparing learners for a career in the sector, the decision-making process when planning sessions and accounts of teaching practice. The findings suggest that there are a number of features that make teaching agriculture distinct from a more general pedagogical approach. These include the impact of context on pedagogical decisions, the value placed on theoretical and practical aspects and proximity to industry through resourcing. It is hoped that making these visible will enable the transfer of knowledge within the teaching community and promote a greater understanding of this area of provision within the further education sector.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44222539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206710
Sheraz Ahmad
ABSTRACT Enhancing students’ experience in classrooms in the FE sector by improving instructional quality has been an ongoing challenge for years. Although mentoring has contributed quite considerably to developing teachers’ competence and making them more resilient, looking at mentoring from a different perspective requires and deserves immediate attention. Using a case study, this research explores in depth how mentoring can prove constructive, efficacious and transformational through co-teaching. A novel model of mentoring (Mentoring through Co-Teaching – MTCT) is presented and investigated in order to further explore mentoring in the moment to support teachers as well as mentors become more skilled and resilient practitioners through mentoring in action. Rich and ample qualitative data, in the form of a semi-structured interview with the participant, observation reports, self-evaluation reports and learners’ voice, are analysed to determine the impact of this study and future recommendations are made in an attempt to further improve teaching, learning and assessment in the FE sector.
{"title":"Making mentoring transformational through co-teaching: a case study in the FE sector","authors":"Sheraz Ahmad","doi":"10.1080/13596748.2023.2206710","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206710","url":null,"abstract":"ABSTRACT Enhancing students’ experience in classrooms in the FE sector by improving instructional quality has been an ongoing challenge for years. Although mentoring has contributed quite considerably to developing teachers’ competence and making them more resilient, looking at mentoring from a different perspective requires and deserves immediate attention. Using a case study, this research explores in depth how mentoring can prove constructive, efficacious and transformational through co-teaching. A novel model of mentoring (Mentoring through Co-Teaching – MTCT) is presented and investigated in order to further explore mentoring in the moment to support teachers as well as mentors become more skilled and resilient practitioners through mentoring in action. Rich and ample qualitative data, in the form of a semi-structured interview with the participant, observation reports, self-evaluation reports and learners’ voice, are analysed to determine the impact of this study and future recommendations are made in an attempt to further improve teaching, learning and assessment in the FE sector.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43586064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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