"Am I Doing Enough to Help Them?" Learners, Care Work and Well-Being: Further Education Trainee Teachers

Autor/inn/en	Avis, James; Wright, Carole; Fisher, Pamela; Swindell, Steve; Locke, Abigail
Titel	"Am I Doing Enough to Help Them?" Learners, Care Work and Well-Being: Further Education Trainee Teachers
Quelle	In: Research in Post-Compulsory Education, 16 (2011) 1, S.47-58 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Adult Education; Vocational Education; Trainees; Universities; Discourse Analysis; Models; Case Studies; Well Being; Teaching Methods; Educational Policy; Foreign Countries; Teacher Educators; Preservice Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Auszubildender; Weibliche Auszubildende; University; Universität; Diskursanalyse; Analogiemodell; Case study; Fallstudie; Case Study; Well-being; Wellness; Wohlbefinden; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Ausland; Teacher education; Lehrerausbildung; Lehrerbildung
Abstract	This article draws on a small-scale case study of English pre- and in-service Further Education (FE) trainee teachers from a northern university. It explores their understanding of notions of well-being and health. In particular, it examines trainees' orientation to care as well as their constructions of learners. It analyses two contradictory but overlapping discourses, one that constructs learners as in need of care and support whilst the other utilises a "pathological" model. This is followed by an analysis of the labour process within Further Education and the emotional labour involved in supporting students as well as meeting the range of demands faced by those working in the sector. Whilst the trainees reflect models of the dual and learning professional characteristic of teachers in the sector, marked by an expanded professionalism, they have as yet not developed a fully politicised notion of teaching. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10