Are You Still Who You Were? A Tale of Construction Lecturers, Changing Technologies and Conflicting Perspectives

Autor/in	Le Gallais, Tricia
Titel	Are You Still Who You Were? A Tale of Construction Lecturers, Changing Technologies and Conflicting Perspectives
Quelle	In: Ethnography and Education, 4 (2009) 1, S.37-50 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-7823
Schlagwörter	Foreign Countries; Postsecondary Education; Vocational Education; Lecture Method; Construction (Process); Teaching Methods; Educational Change; Social Class; Blue Collar Occupations; Entrepreneurship; Self Concept; Identification; Labeling (of Persons); Information Technology; Work Environment; Influence of Technology; Technology Uses in Education; Adjustment (to Environment); United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Aufbau; Konstruktion; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Social classes; Soziale Klasse; Unternehmungsgeist; Selbstkonzept; Identifikation; Identifizierung; Labeling-Ansatz; Informationstechnologie; Arbeitsmilieu; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper illuminates a period of change in the lives of a group of 20 vocational lecturers as they find themselves challenged by both their own and others' categorisation of what and who they are. Such conflicting perspectives are made even starker by their management's introduction of technological innovation into the lecturers' traditional teaching methods. Even as they seek to identify their place within their social, occupational and professional contexts, they continue to be 'simultaneously positioned by other people and forces external to them' (as described by M. Forsey in 2007). This study also highlights the negative impact of imposing change upon practitioners without acknowledging the significance of a whole-life perspective for understanding professional lives and work practices. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10