Understanding the Complexity of the Lived Experiences of Foundation Degree Sport Lecturers within the Context of Further Education

Autor/in	Aldous, David
Titel	Understanding the Complexity of the Lived Experiences of Foundation Degree Sport Lecturers within the Context of Further Education
Quelle	In: Sport, Education and Society, 19 (2014) 4, S.472-488 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2012.674506
Schlagwörter	Foreign Countries; Adult Education; Adult Educators; College Faculty; Physical Education Teachers; Athletics; Experience; Ethnography; Case Studies; Observation; Semi Structured Interviews; Context Effect; Personality; Instruction; Educational Practices; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Fakultät; Physical education; Physical training; Sportlehrer; Leichtathletik; Erfahrung; Ethnografie; Case study; Fallstudie; Case Study; Beobachtung; Personalität; Teaching process; Unterrichtsprozess; Bildungspraxis; Großbritannien
Abstract	This paper provides an ethnographic account of the lived experiences of Further Education (FE) lecturers (N = 4) who are engaged in the transmission of pedagogic knowledge within a Foundation Degree. To further understand the experiences of the lecturers the paper draws upon Stones' quadripartite cycle of structuration. This conceptual and methodological approach has informed an understanding of how the transmission of pedagogical knowledge is shaped through connections between the external structures of FE and the embodied practices of agents. The paper draws its empirical perspective from an ethnographic case study exploring relations and experiences of agents within one FE college, Hope (pseudonym). The data highlights the numerous in-situ practices of the lecturers, reflecting how their embodied experiences and resulting agency continually influence the transmission of conjunctural-specific forms of pedagogic knowledge. The data draws attention to the knowledgeability of agents in evolving and reproducing forms of pedagogic knowledge socially, intellectually and corporeally and how this begins to shape the student experience. The paper concludes by reflecting upon the complexity of their role and the outcomes of this for the transmission of pedagogic knowledge within the context of FE and the need to reflect upon how FE supports lecturers within this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10