Pub Date : 2023-04-03DOI: 10.1080/13596748.2023.2206709
Abbie Cairns
ABSTRACT Money has been the dominant way to understand the motivation for artists to teach. Written from an adult community learning (ACL) perspective, this research is part of a wider study interrogating artist-teacher identity transformation. This paper explores the motivations for becoming an artist-teacher in ACL, questioning the assumption that artists teach for financial security. ACL is comprised of ‘community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges’. ACL is plighted by casual contracts and precarious working hours, suggesting that financial security may not be the main motivator for working in this sector. The research employs autoethnography, to construct a layered account of what motivates individuals to become artist-teachers in ACL (206). Within the autoethnographic approach narrative is used to help understand these motivations (727). The paper helps to produce new knowledge about the motivations of the artist-teacher in ACL. This could have wider implications on the sector, which has generally been devalued and overlooked, including influences on the recruitment and retention of tutors.
{"title":"What motivates the artist-teacher in adult community learning? It’s not about the money","authors":"Abbie Cairns","doi":"10.1080/13596748.2023.2206709","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206709","url":null,"abstract":"ABSTRACT Money has been the dominant way to understand the motivation for artists to teach. Written from an adult community learning (ACL) perspective, this research is part of a wider study interrogating artist-teacher identity transformation. This paper explores the motivations for becoming an artist-teacher in ACL, questioning the assumption that artists teach for financial security. ACL is comprised of ‘community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges’. ACL is plighted by casual contracts and precarious working hours, suggesting that financial security may not be the main motivator for working in this sector. The research employs autoethnography, to construct a layered account of what motivates individuals to become artist-teachers in ACL (206). Within the autoethnographic approach narrative is used to help understand these motivations (727). The paper helps to produce new knowledge about the motivations of the artist-teacher in ACL. This could have wider implications on the sector, which has generally been devalued and overlooked, including influences on the recruitment and retention of tutors.","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":"45586490","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: 10.1080/13596748.2023.2206705
Abbie Cairns
ABSTRACT This paper explores the enterprises artist-teachers in adult community learning (ACL) engage with and how these form their identity. This is significant to consider as artist-teachers in ACL are overlooked in the published literature. ACL is comprised of community-based learning delivered by local authorities and general further education colleges. Thornton defines the artist-teacher as an individual dedicated to both art and teaching. This is visualised in his Artist Teacher Model. However, Thornton ignores other enterprises that an artist-teacher could be involved in. This paper then considers Daichendt’s use of Wallace and Gruber’s networks of enterprises. Using the earliest recorded artist-educator, George Wallis, as a case study, Daichendt highlights how one is often engaged in several enterprises and uses the network of enterprises to visualise this. Participant interviews and focus groups test if this is more appropriate for the artist-teacher in ACL than Thornton’s model. The impact of this research on practice is an improved understanding of the multifaceted identities of artist-teachers. The paper helps to produce new knowledge around the identity and introduces newly developed visual tools for tracking this, including the Tetrad Identity Model, and the ATLS. These tools may also be used for other professionals with multifaceted identities.
{"title":"Artist-teacher-researcher-student: exploring the enterprises of the artist-teacher in adult community learning","authors":"Abbie Cairns","doi":"10.1080/13596748.2023.2206705","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206705","url":null,"abstract":"ABSTRACT This paper explores the enterprises artist-teachers in adult community learning (ACL) engage with and how these form their identity. This is significant to consider as artist-teachers in ACL are overlooked in the published literature. ACL is comprised of community-based learning delivered by local authorities and general further education colleges. Thornton defines the artist-teacher as an individual dedicated to both art and teaching. This is visualised in his Artist Teacher Model. However, Thornton ignores other enterprises that an artist-teacher could be involved in. This paper then considers Daichendt’s use of Wallace and Gruber’s networks of enterprises. Using the earliest recorded artist-educator, George Wallis, as a case study, Daichendt highlights how one is often engaged in several enterprises and uses the network of enterprises to visualise this. Participant interviews and focus groups test if this is more appropriate for the artist-teacher in ACL than Thornton’s model. The impact of this research on practice is an improved understanding of the multifaceted identities of artist-teachers. The paper helps to produce new knowledge around the identity and introduces newly developed visual tools for tracking this, including the Tetrad Identity Model, and the ATLS. These tools may also be used for other professionals with multifaceted identities.","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":"44506309","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: 10.1080/13596748.2023.2206703
Gary Husband
Sitting down to write this I face, as so many of you will have before me, the terror of the blank page. A hectic work schedule, multiple deadlines and a busy home life have meant that I have left writing this to the last minute, and the deadline is so close, it can sense my fear. However, this isn’t an unfamiliar situation and like anyone that has ever had to write to a specific brief for a specific audience for a very specific publication, I have found that the inspiration arrived at the last possible moment as I drove into a grey and dark Sunderland on this chilly February morning (thankfully the sun is now reflecting off the River Wear and silhouetting the outlines of the manoeuvring industrial shipping). As it transpires, the inspiration was there all along and thankfully for me, has been rather consistently for the last 13 years. My issue was overcoming the blank page induced terror and plucking up the courage to try and adroitly attempt to do some sort of justice to my commentary and description. I will undoubtedly fail or at least fall short in part but, hopefully, I will be able to at least convey some part of the story and in so doing, perhaps do it justice. The inspiration I’m drawing on comes from the community I have found myself a part of and working in. For the last two decades, I have been lucky enough to work with many hundreds of inspiring people who have all had the most fascinating stories, histories, interests and areas of expertise. It is the stories and community that have kept me afloat and inspired, and in this short introductory piece to the special issue for the 2022 ARPCE 4 International Conference I intend to share how and explore why. Firstly, a short but relevant story. In December of 2007, I was called out to an early hour’s vehicle breakdown by a distressed family attempting to reach Manchester airport from which they would be departing (as they described) to get some much-needed winter sun. Nearly two decades on, their
{"title":"The terror of the blank page","authors":"Gary Husband","doi":"10.1080/13596748.2023.2206703","DOIUrl":"https://doi.org/10.1080/13596748.2023.2206703","url":null,"abstract":"Sitting down to write this I face, as so many of you will have before me, the terror of the blank page. A hectic work schedule, multiple deadlines and a busy home life have meant that I have left writing this to the last minute, and the deadline is so close, it can sense my fear. However, this isn’t an unfamiliar situation and like anyone that has ever had to write to a specific brief for a specific audience for a very specific publication, I have found that the inspiration arrived at the last possible moment as I drove into a grey and dark Sunderland on this chilly February morning (thankfully the sun is now reflecting off the River Wear and silhouetting the outlines of the manoeuvring industrial shipping). As it transpires, the inspiration was there all along and thankfully for me, has been rather consistently for the last 13 years. My issue was overcoming the blank page induced terror and plucking up the courage to try and adroitly attempt to do some sort of justice to my commentary and description. I will undoubtedly fail or at least fall short in part but, hopefully, I will be able to at least convey some part of the story and in so doing, perhaps do it justice. The inspiration I’m drawing on comes from the community I have found myself a part of and working in. For the last two decades, I have been lucky enough to work with many hundreds of inspiring people who have all had the most fascinating stories, histories, interests and areas of expertise. It is the stories and community that have kept me afloat and inspired, and in this short introductory piece to the special issue for the 2022 ARPCE 4 International Conference I intend to share how and explore why. Firstly, a short but relevant story. In December of 2007, I was called out to an early hour’s vehicle breakdown by a distressed family attempting to reach Manchester airport from which they would be departing (as they described) to get some much-needed winter sun. Nearly two decades on, their","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":"46611307","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166693
Neil Raven
ABSTRACT A growing body of evidence has been assembled in recent years indicating the influence that early educational experiences can have on a young person’s prospects of progressing to university. These include experiences associated with the transition to post-16 study, which can also involve a move to a different educational institution. Whilst applicable to young people from wide range backgrounds, navigating the post-16 education system, and having the knowledge and confidence to advance through it, can be more challenging for those from backgrounds with limited experience of post-compulsory education. However, the nature of the challenges to post-16 educational progression faced by those from widening participation backgrounds, as well as what works and what is needed, remain comparatively under-researched. Moreover, evidence suggests that the disruptions to education wrought by the pandemic may have exacerbated and added to established challenges. This article reports on the findings from an investigation that sought to better understand these issues and how they might be addressed by hearing from those most directly impacted: the young people outreach initiatives seek to support.
{"title":"Long-range outreach: recognising and responding to the intermediate challenge to widening access posed by post-16 progression","authors":"Neil Raven","doi":"10.1080/13596748.2023.2166693","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166693","url":null,"abstract":"ABSTRACT A growing body of evidence has been assembled in recent years indicating the influence that early educational experiences can have on a young person’s prospects of progressing to university. These include experiences associated with the transition to post-16 study, which can also involve a move to a different educational institution. Whilst applicable to young people from wide range backgrounds, navigating the post-16 education system, and having the knowledge and confidence to advance through it, can be more challenging for those from backgrounds with limited experience of post-compulsory education. However, the nature of the challenges to post-16 educational progression faced by those from widening participation backgrounds, as well as what works and what is needed, remain comparatively under-researched. Moreover, evidence suggests that the disruptions to education wrought by the pandemic may have exacerbated and added to established challenges. This article reports on the findings from an investigation that sought to better understand these issues and how they might be addressed by hearing from those most directly impacted: the young people outreach initiatives seek to support.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42309779","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166694
D. Mather
ABSTRACT The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as ‘crisis’. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in filling vacancies across each part of the education sector. This is particularly acute in subject areas relating to Science, Engineering and Technology (SET). This paper analyses discourses relating to teacher training amongst tri-service personnel in the English context. Sources from publications such as FE Week and CTP (Career Transition Partnership) are addressed. In doing so, the paper compares educational and military sources in order to examine how the representation of a civilian teaching career varies between the two. This is about adding to the wider societal narrative regarding the ways in which military to civilian transition can be aided by the reframing of skills and experience acquired during military service.
关于教师招聘和保留的主要公共话语通常以“危机”等术语为框架。来自英国教育部(Department for Education)、国家审计署(National Audit Office)以及教育和培训基金会(Education and Training Foundation)等机构的数据突显了填补教育部门各个部门空缺的挑战。这在与科学、工程和技术(SET)相关的学科领域尤为突出。本文分析了英语语境下三军人员中与教师培训相关的语篇。从诸如FE Week和CTP(职业过渡伙伴关系)等出版物中获取资源。在此过程中，本文比较了教育和军事来源，以研究平民教学生涯的代表性在两者之间的差异。这是为了增加更广泛的社会叙述，即军队向文职过渡的方式可以通过重新构建在军队服役期间获得的技能和经验来帮助。
{"title":"How does the portrayal of civilian teacher training schemes affect the appeal of them for military personnel?","authors":"D. Mather","doi":"10.1080/13596748.2023.2166694","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166694","url":null,"abstract":"ABSTRACT The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as ‘crisis’. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in filling vacancies across each part of the education sector. This is particularly acute in subject areas relating to Science, Engineering and Technology (SET). This paper analyses discourses relating to teacher training amongst tri-service personnel in the English context. Sources from publications such as FE Week and CTP (Career Transition Partnership) are addressed. In doing so, the paper compares educational and military sources in order to examine how the representation of a civilian teaching career varies between the two. This is about adding to the wider societal narrative regarding the ways in which military to civilian transition can be aided by the reframing of skills and experience acquired during military service.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45709142","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166692
Davut Nhem
ABSTRACT Teaching-research nexus has become a hotspot topic of scholarly debates in the higher education field for decades, owing to the contesting views of intellectuals and the polarisation of empirical evidence reported from many higher education spaces. Sadly, previous studies have been mainly conducted in societies with well-developed research culture – meaning this area of inquiry remains baffling in many other higher education settings, especially the teaching-oriented ones. Thus, this study analyzes quantitative and qualitative data from 232 students who responded to an online survey and eight who participated in interviews at one long-standing public university in Phnom Penh, Cambodia, where academics’ dedication to teaching duties is typically treasured. The results indicate patchy connections between teaching and research not only at the institutional level but also at the classroom level. In particular, the results reveal that the teaching-research nexus appears more evidently in the form of research-skill development, inquiry-based activities, and students’ current knowledge sharing. Conversely, cutting-edge knowledge is far from being visible in the teaching-learning space. This invisibility is possibly the concomitant of the academics’ unattractive engagement in knowledge production. Unfortunately, such loose connections also make students’ learning less exciting.
{"title":"So, is there a teaching-research nexus in Cambodia? Evidence from EFL students at one public university","authors":"Davut Nhem","doi":"10.1080/13596748.2023.2166692","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166692","url":null,"abstract":"ABSTRACT Teaching-research nexus has become a hotspot topic of scholarly debates in the higher education field for decades, owing to the contesting views of intellectuals and the polarisation of empirical evidence reported from many higher education spaces. Sadly, previous studies have been mainly conducted in societies with well-developed research culture – meaning this area of inquiry remains baffling in many other higher education settings, especially the teaching-oriented ones. Thus, this study analyzes quantitative and qualitative data from 232 students who responded to an online survey and eight who participated in interviews at one long-standing public university in Phnom Penh, Cambodia, where academics’ dedication to teaching duties is typically treasured. The results indicate patchy connections between teaching and research not only at the institutional level but also at the classroom level. In particular, the results reveal that the teaching-research nexus appears more evidently in the form of research-skill development, inquiry-based activities, and students’ current knowledge sharing. Conversely, cutting-edge knowledge is far from being visible in the teaching-learning space. This invisibility is possibly the concomitant of the academics’ unattractive engagement in knowledge production. Unfortunately, such loose connections also make students’ learning less exciting.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111166","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166695
R. Simmons
ABSTRACT This paper focuses on the colleges and institutes of higher education (CIHEs), major providers of HE, almost sixty of which existed in England and Wales between the 1970s and the early twenty-first century. Its central argument is that a failure to develop the CIHEs as specialist institutions of advanced professional learning along the lines of the German Berufsakademien (rather than being recast as universities of moderate standing) was a significant error, especially in terms of failing to provide a viable alternative to university-based higher education in England and Wales. This alternative trajectory would, I argue, have been beneficial both for the CIHEs as institutions and for those sections of the labour market most associated with them, especially in terms of resolving some of the long-standing tensions between academic and work-related learning in preparing aspiring professionals for employment in a range of people-centred occupations. The paper traces the historical development of the CIHEs and critically considers how they might have been alternatively fostered following the 1978 Oakes Report, a possibility, which, it is argued, was effectively extinguished following the neoliberal turn, which took place from the end of the 1970s onwards.
{"title":"Advanced professional learning in England and Wales: the lost opportunity of the colleges and institutes of higher education","authors":"R. Simmons","doi":"10.1080/13596748.2023.2166695","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166695","url":null,"abstract":"ABSTRACT This paper focuses on the colleges and institutes of higher education (CIHEs), major providers of HE, almost sixty of which existed in England and Wales between the 1970s and the early twenty-first century. Its central argument is that a failure to develop the CIHEs as specialist institutions of advanced professional learning along the lines of the German Berufsakademien (rather than being recast as universities of moderate standing) was a significant error, especially in terms of failing to provide a viable alternative to university-based higher education in England and Wales. This alternative trajectory would, I argue, have been beneficial both for the CIHEs as institutions and for those sections of the labour market most associated with them, especially in terms of resolving some of the long-standing tensions between academic and work-related learning in preparing aspiring professionals for employment in a range of people-centred occupations. The paper traces the historical development of the CIHEs and critically considers how they might have been alternatively fostered following the 1978 Oakes Report, a possibility, which, it is argued, was effectively extinguished following the neoliberal turn, which took place from the end of the 1970s onwards.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551002","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166696
Anna Hajizadeh, Saeedeh Mohammadi, Mohammad Reza Khodadust
ABSTRACT Research is an indispensable part of any educational endeavour generally and graduate/postgraduate studies particularly, since the Iranian educational system requires M.A. and Ph.D. candidates to submit a thesis or dissertation as partial fulfilment of the requirements for attaining their respective academic degrees. However, a review of the related research reveals that students’ perceptions of ELT research have largely gone unexplored. The current study is a step forward in attempting to fill the mentioned gap through an examination of Iranian graduate students’ perceptions of conducting ELT research. In this line, 32 Iranian graduate-level ELT students were initially selectedbased on convenient sampling. Their perceptions of ELT research were collected through interviews and later analysed using the framework of Grounded Theory Analysis (GTA). The data collected in the form of participants’ answers to interview questions were grouped into three general themes: a) definitions and conceptualisations, b) motivational drives, and c) challenges of conducting ELT research. The results revealed that by removing impediments to the way of conducting ELT research, the quality and quantity of research conducted by Iranian M.A./Ph.D. ELT candidates may be greatly improved. The findings may yield some implications for Iranian ELT policymakers, practitioners, instructors, researchers, and graduate students.
{"title":"Perceptions of conducting academic ELT research: the case of Iranian graduate-level students","authors":"Anna Hajizadeh, Saeedeh Mohammadi, Mohammad Reza Khodadust","doi":"10.1080/13596748.2023.2166696","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166696","url":null,"abstract":"ABSTRACT Research is an indispensable part of any educational endeavour generally and graduate/postgraduate studies particularly, since the Iranian educational system requires M.A. and Ph.D. candidates to submit a thesis or dissertation as partial fulfilment of the requirements for attaining their respective academic degrees. However, a review of the related research reveals that students’ perceptions of ELT research have largely gone unexplored. The current study is a step forward in attempting to fill the mentioned gap through an examination of Iranian graduate students’ perceptions of conducting ELT research. In this line, 32 Iranian graduate-level ELT students were initially selectedbased on convenient sampling. Their perceptions of ELT research were collected through interviews and later analysed using the framework of Grounded Theory Analysis (GTA). The data collected in the form of participants’ answers to interview questions were grouped into three general themes: a) definitions and conceptualisations, b) motivational drives, and c) challenges of conducting ELT research. The results revealed that by removing impediments to the way of conducting ELT research, the quality and quantity of research conducted by Iranian M.A./Ph.D. ELT candidates may be greatly improved. The findings may yield some implications for Iranian ELT policymakers, practitioners, instructors, researchers, and graduate students.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41462216","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166691
Paul Tully
ABSTRACT Professionalism in the English Further Education (FE) system has been traditionally discussed in terms of superior teaching practices, attitudes and behaviours. The concept of ‘good work’ is therefore central to this paper’s analysis. Following a Bourdieusian tradition, professionalism is treated as a ‘site of struggle’ between FE teachers and managers, where managers hold the power to change the definition and substance of ‘good work’. This has implications for how teachers understand and speak about professionalism and highlights the discord that arises when teachers hold different viewpoints from managers. Drawing on a survey of 461 responses, the analysis makes three contributions: first, professionalism is theorised as a form of symbolic capital which actors attain by acquiring and deploying cultural, social and economic capital. Second, it shows how inequalities in capital can affect teachers’ perceived opportunities for professional recognition. Finally, it reveals that senior managers, with the greatest power, enforce a compliance model of professionalism based on the production of ‘good data’, which is the legitimate capital in the FE field, even when this is shown to be deprofessionalising to teachers.
{"title":"‘Below the surface’: power and professionalism in the further education sector","authors":"Paul Tully","doi":"10.1080/13596748.2023.2166691","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166691","url":null,"abstract":"ABSTRACT Professionalism in the English Further Education (FE) system has been traditionally discussed in terms of superior teaching practices, attitudes and behaviours. The concept of ‘good work’ is therefore central to this paper’s analysis. Following a Bourdieusian tradition, professionalism is treated as a ‘site of struggle’ between FE teachers and managers, where managers hold the power to change the definition and substance of ‘good work’. This has implications for how teachers understand and speak about professionalism and highlights the discord that arises when teachers hold different viewpoints from managers. Drawing on a survey of 461 responses, the analysis makes three contributions: first, professionalism is theorised as a form of symbolic capital which actors attain by acquiring and deploying cultural, social and economic capital. Second, it shows how inequalities in capital can affect teachers’ perceived opportunities for professional recognition. Finally, it reveals that senior managers, with the greatest power, enforce a compliance model of professionalism based on the production of ‘good data’, which is the legitimate capital in the FE field, even when this is shown to be deprofessionalising to teachers.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185970","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166697
A. Gill
ABSTRACT This study explores how Higher Education students from non-traditional backgrounds perceive their readiness and preparedness to make the transition from university to work, after graduation. Thirteen students participated and each underwent a semi-structured interview exploring perceptions of their upcoming transition. Findings indicate that participants have mixed views about their readiness for work, with some expressing anxiety surrounding their future progression. Despite this, participants were positive about their preparedness for industry roles, highlighting elements of the practical and theoretical content of their courses as effective preparation for work. Furthermore, it was apparent that the participants’ non-traditional backgrounds influenced HE experiences and informed perceptions of readiness and preparedness for transition to work. The guidelines provided will help inform institutions on inherent challenges supporting students who are from non-traditional backgrounds.
{"title":"‘Looking forward’: non-traditional students perceptions of their readiness and preparedness for the transition to work after graduation","authors":"A. Gill","doi":"10.1080/13596748.2023.2166697","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166697","url":null,"abstract":"ABSTRACT This study explores how Higher Education students from non-traditional backgrounds perceive their readiness and preparedness to make the transition from university to work, after graduation. Thirteen students participated and each underwent a semi-structured interview exploring perceptions of their upcoming transition. Findings indicate that participants have mixed views about their readiness for work, with some expressing anxiety surrounding their future progression. Despite this, participants were positive about their preparedness for industry roles, highlighting elements of the practical and theoretical content of their courses as effective preparation for work. Furthermore, it was apparent that the participants’ non-traditional backgrounds influenced HE experiences and informed perceptions of readiness and preparedness for transition to work. The guidelines provided will help inform institutions on inherent challenges supporting students who are from non-traditional backgrounds.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43935934","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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