Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778334
Title: The effects of marketisation on pedagogic practice in the HE in FE classroom, and ways to create a positive change within that environment
Author: Payne, Shane Neville
ISNI:       0000 0004 7964 0683
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2019
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Abstract:
The competitive market which FE finds itself has led to a more corporate form of management which results in the need to focus on the performativity of the teachers. This often takes the form of monitoring and accountability measures to ensure that targets are met, which are generally concentrated towards student attainment rather than the grades that they achieve. However, the findings of this study suggests that performativity measures applied to the FE sector can have an adverse effect on the quality of the learning experience for those studying on the HE in FE programmes. Using the methodological approach of Action Research and Appreciative Inquiry I endeavoured to develop a pedagogic approach that could create a positive change that gives the students the opportunity to achieve to their full potential in the HE in FE environment. An Emergent Learning and Teaching (ELT) model was developed during this study based on data obtained from the experiences of a group of HE students. It incorporates Kolb's ELC, Vygotsky's ZPD and Deep and Surface Learning. The study identified that the reduction in guided learning hours restricted the time for the students to assimilate information and reflect. However, to increase the number or length of the lessons would effectively raise the cost of running the programmes, so a more imaginative approach was required. A 'slowing down to speed up' approach was incorporated in which a topic's fundamentals were taught in a slow and purposeful manner, allowing the students time to grasp the core principles before the pace of the lessons sped up. New innovative approaches to assessment and feedback were introduced that proved to be very effective. The participants responded positively to the changes in pedagogic practice in the HE in FE classroom and recognised the potential for a deeper learning experience.
Supervisor: Wood, Phil Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.778334  DOI: Not available
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