Maybe I Can Fly: Nurturing Personal and Collective Learning in Professional Learning Communities

Autor/in	Leach, Tony
Titel	Maybe I Can Fly: Nurturing Personal and Collective Learning in Professional Learning Communities
Quelle	In: Pastoral Care in Education, 27 (2009) 4, S.313-323 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643940903349328
Schlagwörter	Teaching Assistants; Professional Development; Learning Activities; Discourse Communities; Organizational Culture; Adjustment (to Environment); Social Psychology; Industrial Psychology; Grounded Theory; Qualitative Research; Two Year College Students; Interviews; Work Experience; Student Attitudes; Focus Groups; Quality of Working Life; Career Development; Employer Employee Relationship + Suchen Sie Ihr Suchwort? Lernaktivität; Unternehmenskultur; Sozialpsychologie; Betriebspsychologie; Industriepsychologie; Qualitative Forschung; Interviewing; Interviewtechnik; Employment experience; Job experience; Occupational experience; Berufserfahrung; Schülerverhalten; Arbeitsqualität; Berufsentwicklung
Abstract	The research described in this paper is part of a wider exploration of organisational learning and some of the social-psychological mechanisms which underlie the individual-organisation learning relationship. Adopting a grounded theory approach, qualitative data were obtained during email interviews with 15 foundation degree students concerning their work-related experiences and the meanings they ascribe to them. The importance of this focus group lies in their potential contribution to the Every Child Matters agenda in educational institutions. This group is aspirational, potentially influential, flexible and extremely varied in background, education and training. The teaching assistants and higher level teaching assistants work across the institution with often the most challenging of children and behaviours; negotiating and re-negotiating their own personal and professional identities against a background of, in many cases, low pay and status. It follows that the pastoral care and support that they receive as paraprofessionals or emergent professionals will have a significant effect on the pastoral care and support that they, in turn, can give to the children in their charge. The research underlines the impact of psychological contracting and the impact of affirming or breaching people's expectations of feeling safe, being valued as a person and for their work and receiving enacted support for personal, professional and career development. It also emphasises the need for leaders and managers, when bringing about transformational change, to have an informed appreciation of how the processes of psychological contracting can influence people's behaviours. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10