Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493095
Title: Visions and veils : the influences on the views of the role of the educator in further education examined
Author: Spenceley, Lydia Mary Elizabeth
ISNI:       0000 0001 3474 0128
Awarding Body: Nottingham Trent University
Current Institution: Nottingham Trent University
Date of Award: 2008
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Abstract:
The overall aim of this research was to discover the influences which affected the development views of what it was to 'be' an educator in the further education sector. Conducted in collaboration with learner-educators who, while already employed within the sector were also undertaking formal teacher training qualifications at a College of Further Education in the midlands, the study seeks to discover both the range and relative power of the influences derived from the macro, meso and micro levels in determining the learner-educators' views of the role of the educator in further education. Working within the framework of a situated case study the investigation utilises a range of methods drawn primarily from the qualitative paradigm to research both the influences and their impact on the learner-educators and incorporates the use of images as an investigatory method. Throughout the investigation the importance of co-operation and collaboration between those involved in the research and the researcher is stressed and emphasis is laid on collaboration as a developing processes, with the position of the learner-educators changing from being subjects of the research process to active participants in the process of meaning making through their explanations of the reality which they experience in their roles as educators within the sector. Throughout the research the various influences which impinge on the vision of the role of the educator are examined from a range of perspectives and the relative impact of each is discussed with particular emphasis on comparisons between those derived from the personal circumstances of the learner-educators, the local influence of the College within which the study was located and the governmental initiatives of the day.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.493095  DOI: Not available
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