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‘I always wanted to do second chance learning’: Identities and experiences of tutors on Access to HE courses

journal contribution
posted on 07.05.2015, 10:42 by Hugh Busher, Nalita James, A. Piela
There is a dearth of literature on Access to Higher Education (AHE) tutors which this paper addresses. Tutors play an important part in constructing emotional and academic support for students. Understanding their constructions of professional identity and their views of the students they teach helps to explain the learning environments they create. The empirical qualitative data comes from a study of AHE students’ and tutors’ views of their experiences on AHE courses that was collected in seven rural and urban AHE providing institutions in the East Midlands of England in 2012-2013. It was analysed using open or inductive coding to reflect the emphases given in their interviews by participants. Emerging findings suggest that tutors’ commitment to ‘second chance learning’ arose, in part, from their own biographies and recognition of the disempowerment experienced by AHE students who were often economically disadvantaged and had had negative experiences of schooling and/or a period of work before joining the course. Tutors’ sense of agency and identity and the cultures on AHE courses were negotiated each year through getting to know the students, meeting their extensive demands for support, directing their teaching and learning experiences and contesting the institutional contexts of the courses.

Funding

AimAwards, a regional Award Validating Agency (AVA), Grant No.: RS101G0098 The British Academy Grant No.: RS141G0036

History

Citation

Research in Post-Compulsory Education, 2015, 20(2), pp. 127-139

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/Institute of Lifelong Learning

Version

AM (Accepted Manuscript)

Published in

Research in Post-Compulsory Education

Publisher

Taylor & Francis (Routledge): Further Education Research Association (FERA)

issn

1359-6748

eissn

1747-5112

Copyright date

2015

Available date

23/12/2016

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/13596748.2015.1030235

Notes

The file associated with this record is under an 18-month embargo from publication in accordance with the publisher's self-archiving policy, available at http://authorservices.taylorandfrancis.com/sharing-your-work/. The full text may be available through the publisher links provided above.

Editors

Elliot, G.

Language

en