Narratives of tutor experience and development
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Narratives of tutor experience and development

on

  • 445 views

Presentation of paper

Presentation of paper

Statistics

Views

Total Views
445
Views on SlideShare
445
Embed Views
0

Actions

Likes
0
Downloads
1
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Narratives of tutor experience and development Presentation Transcript

  • 1. "Just a tutor": narratives of tutor development in a changing Irish adult education landscape. Jerry O’Neill PhD Candidate John and Pat Hume Scholar Department of Adult and Community Education NUI Maynooth, Ireland
  • 2. Research objective ... to identify the barriers and opportunities facing adult education tutor development by coconstructing and analysing their narratives of occupational experience.
  • 3. Contexts • Shifting landscape and discourses of adult education • Tutor development • Theoretical • Biographical
  • 4. Shifting landscape From 33 VECs to 13 ETBs (SOLAS, 2012)
  • 5. Cohort VEC/ETB Education Services Primary/Secondary schools Youth Services/Youthreach Adult Literacy Services Workplace Education ESOL Other community and adult programmes . Further Education Colleges Community/Adult Education Education
  • 6. Cohort VEC/ETB Education Services Primary/Secondary schools Youth Services/Youthreach Adult Literacy Services Workplace Education ESOL Other community and adult programmes Further Education Colleges Community/Adult Education Education
  • 7. Shifting landscape QQI: 2012 - ? FETAC: 2001-2012 NQAI: 1999-2012 HETAC: 2001-2012
  • 8. Shifting Landscape
  • 9. Shifting discourses (Department of Education and Skills , 2012) (Department of Education and Science, 2000)
  • 10. Contexts • Biographical • Shifting landscape and discourses of adult education • Tutor development • Theoretical
  • 11. Growth in educator programmes: • Professional Diploma in Education (Further Education), NUIG, Galway • Graduate Diploma in Adult & Further Education, MIC Limerick • Professional Diploma in Education (Further Education), MIC, Limerick • Postgraduate Diploma in Arts in Learning and Teaching, NCI , Dublin • Bachelor of Arts (Hons) in Teaching in Further Education & Adult Education, WIT. Waterford • Postgraduate Diploma in Teaching in Further Education, WIT • Higher Diploma in Further Education (HDFE), NUIM, Maynooth • Professional Diploma in Education (Further Education), MIE, Dublin • BSc in Education and Training (Further, Adult and Continuing Education),DCU, Dublin • MA in Socially Engaged Art: (Further, Adult and Community Education, NCAD, Dublin (Teaching Council, 2013)
  • 12. Growth in educator programmes:
  • 13. Some recommendations from Alpine Report (2008): • Improve transparency of educational pathways entering the profession (p.12) • Staff need a stronger lobby (p.13) • More attention to Continuous Professional Development (p.14)
  • 14. Tutor development • Centrality of tutor role in high quality sector (Snow- Gerona, 2005; Coffield, 2008; Teaching Council, 2011) • Role of critical, peer dialogue in tutor development (Wenger, 1998; Marceau, 2003; James, 2007; Penlington, 2008; Scales, 2011).
  • 15. Biographical context University tutor “unqualified, part- time” Teaching Practice Tutor Doctoral researcher Student Son Husband Father Friend Adult Education tutor FE Lecturer Who am I? Curriculum advisor Teaching Fellow Qualified secondary school teacher Senior Lecturer Distant learning tutor Education Officer
  • 16. Biographical context tutor researcher Who am I?
  • 17. Theoretical Context
  • 18. Narrative Approach • connection between narrative, community and professional knowledge (Elbaz-Luwisch, 2007) • Welsh study of occupational lives of adult educators stressed importance of narrative in educator ontology (Jephcote et al, 2008) • Narrative ‘creates a longitudinal sense of self’ (Tedder, 2009, 78) • Writing as a method of inquiry (Richardson, 1994)
  • 19. retelling living reliving telling Processes in telling and living the life story (Clandinin and Connelly, 2000).
  • 20. Research Design
  • 21. Emerging narrative threads • Voluntarism – significant occupational pathway • Social and individual development – core purpose of tutor role • For some tutors, there are limited opportunities for the development of peer dialogue networks. • Importance of local context • Relationships and experiences generally focussed, positively or negatively, vertically through an organiser rather than independently through horizontal peer networks. • Contractual contexts ∞ tutor learning development networks. • Lack of a designated and shared tutor space to work, share and talk. • Evidence of tension, amongst some tutors, regarding ongoing commitment to unpaid CPD or, particularly, administration activity. • Some evidence of frustration and confusion with aspects of the evolving national curricular framework for further and adult education • Narratives also reveal rich occupational and life experiences • Sense of self-worth under-played - 'just a tutor'. • Self-identify as “tutor” or “trainer” – never “teacher” • Research is ongoing – narratives unfolding
  • 22. Selection of references (1) … AONTAS. (2010). Response to the Report of the Further Education (Teacher Education Qualification Group) of the Teaching Council. Dublin: AONTAS. Bakhtin, M. (1988). The dialogic imagination: four essays. (M. Holquist, Ed., & C. a. Emerson, Trans.) Austin: University of Texas Press. Bruner, J. (1990). Acts of Meaning. London: Harvard University Press. Clandinin, D. J. (2007). Handbook of Narrative Inquiry: Mapping a Methodology. London: Sage. Clandinin, D. J. (2000). Narrative Inquiry: experience and story in qualitative research. San Francisco: Jossey-Bass. Coffield, F. E. (2007). How policy impacts on practice and how practice does not impact on policy. British Educational Research Journal , 33 (5), 723-741. Coffield, F. (2009). Rolling out 'good', 'best' and 'excellent' practice. What next? Perfect practice? British Education Research Journal , 35 (3), 371-390. Davies, B. a. (2007). Having, and Being Had by, "Experience" Or, "Experience" in the Social Sciences After the Discursive/Poststructuralist Turn. Qualitative Inquiry , 13 (8), 1139-1159. Department of Education and Science. (2000). Learning for Life: White Paper on Adult Education. Dublin: Dublin Stationery Office. Department of Education and Skills . (2012). An Action Plan for SOLAS: The new Further Education and Training Authority (FET). Dublin: Dublin Stationery Office. Dewey, J. (1997). Experience and education. New York: Touchstone. Elbaz-Luwisch, F. (2007). Studying Teachers' Lives and Experience: Narrative Inquiry Into K-12 Teaching. In D. J. Clandinin (Ed.), Handbook of Narrative Inquiry: Mapping a Methodology. London: Sage. Fitzsimons, C. (2010). Professionalism in community work and its implications for radical community education. The Adult Learner , 53-72. Government of Ireland. (2013). Further Education and Training Bill. Dublin. Holstein, J. A. (2004). The active interview. In D. Silverman (Ed.), Qualitative Research: Theory, Method and Practice (2nd ed., pp. 140-161). London: Sage. James, D. a. (2007). Improving Learning Cultures in Further Education. London: Routledge. Lynch, K., Grummell, B., & Devine, D. (2012). New Managerialism in Education: Commercialization, Carelessness and Gender. Basingstoke: Palgrave Macmillan.
  • 23. Selection of references (2) … Maniscalco, R. S. (2013). Adult education policy in the European Union during the Lisbon decade (Unpublished PhD). Turku, Finland: University of Turku. Marceau, G. (2003). Professional Development in Adult Basic Education. New Directions for Adult and Continuing Education , 98, 67. Moi, T. (1985). Sexual/textual politics: feminist literary theory. London: Routledge. Penlington, C. (2008). Diaolgue as a catalyst for teacher change: a conceptual analysis. Teaching and Teacher Education , 24, 1304-1316. Polkinghorne, D. (1988). Narrative Knowing and the Human Sciences. Albany, NY: SUNY Press. Research voor Beleid. (2008). ALPINE – Adult Learning Professions in Europe. Zoetermeer: European Commission. Richardson, L. (1994). Writing: A Method of Inquiry. In N. a. Denzin (Ed.), Handbook of Qualitative Research (pp. 923-948). Thousand Oaks, CA: Sage. Riessman, C. K. (2008). Narrative Methods for the Human Sciences. London: Routledge. Ryan, A. B. (2001). Feminist Ways of Knowing: Towards Theorising the Person for Radical Adult Education. Leicester: NIACE. Scales, P., Pickering, J., Senior, L., Headley, K., Garner, P., & Boulton, H. (2011). Continuing Professional Development in the Lifelong Learning Sector. Maidenhead: Open University Press. Sikes, P. a. (2006). Narrative Approaches to Education Research. Plymouth: University of Plymouth. Snow-Gerono, J. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professioal learning communities. Teaching and Teacher Education , 21, 241-256. SOLAS. (2012). New VEC structures. Retrieved October 2013, 20, from http://www.solas.ie/etbs.aspx Tedder, M. a. (2009). Biography, transition and learning in the lifecourse: the role of narrative. In J. Field, J. Gallacher, & R. and Ingram (Eds.), Researching Transitions in Lifelong Learning (pp. 76-90). London: Routledge. The Teaching Council. (2011). Further Education: General and Programme Requirements for the Acrreditation of Teacher Education Qualifications. Maynooth: The Teaching Council. The Teaching Council. (2011`). Policy on the Continuum of Teacher Education. Maynooth: The Teaching Council. Wenger, E. (1998). Communities of Practice: learning, meaning and identity. Cambridge: Cambridge University Press. Wildemeersch, D. a. (2012). Editorial: The effects of policies for the education and learning of adults - from ‘adult education’ to ‘lifelong. European Journal for Research on the Education and Learning of Adults , 3 (2), 97-101.
  • 24. "Just a tutor": narratives of tutor development in a changing Irish adult education landscape. Jerry O’Neill PhD Candidate John and Pat Hume Scholar Department of Adult and Community Education NUI Maynooth, Ireland jerryoneill@hotmail.com or jeremiah.oneill.2012@nuim.ie