“A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college
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Rapley, Eve 
ORCID: 0000-0002-7672-6129
(2016)
“A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college.
In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.
Abstract
Studies regarding teacher pedagogic practice abound within many sectors of education, particularly within primary and secondary education. A sector which has hitherto been neglected and under-researched is that of higher education in further education (HE in FE). Despite 1 in 10 higher education (HE) students studying within a UK further education (FE) institution, this sector has largely been ignored by researchers. Those whom have sought to explore HE in FE have tended to concentrate upon policy, rather than pedagogy and practice.
In response to this, the inspiration for conducting a doctoral study to explore HE in FE teacher pedagogy and practice originated from personal experiences of having previously been part of an HE in FE landbased college as a student, an HE in FE teacher, and most recently as an HE in FE external examiner. Further, I aspired to add to the body of knowledge regarding HE in FE more broadly, and to add specifically to it with new theoretical constructions regarding HE in FE pedagogy. When considering higher education (HE) and how it is conceived and delivered within an FE landbased college, my research question were simply; when teaching HE, what do these HE in FE teachers do, how do they do it, and why?
The rationale for the study was driven by both personal experience and by a ‘hunch’ about the potential of an FE college environment to influence and impact upon both the nature of the HE, and the ways in which it is delivered. Often with 14-16 year old students on campus, heavy teaching loads, FE focussed teacher training and CPD, no dedicated HE teaching and learning spaces nor dedicated HE teachers, and little or no formal scholarly activity or outputs, what influence, if any, might this have upon the ways in which those teaching HE approach and enact their pedagogic practice? With HE often dominated by FE activity, how might HE pedagogic practices gain a foothold within an FE college? What might enable or constrain this process?
Having identified an area for research, I was faced with having to make decisions regarding theoretical positioning and methodological framing. This short paper is intended to convey the journey taken in arriving at mixing and melding both practice theory and grounded theory in order to explore HE in FE teacher pedagogic practice. It outlines key tenets of practice theory and grounded theory, the process I went through to ‘discover’ them, and the challenges this presented to me as a doctoral student. The paper further suggests the perceived strengths of combining practice theory and grounded theory and future applications of this methodological approach within the post-compulsory education sector.
| Item Type: | Conference or Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | FE in HE; landbased education; college HE; practice architectures; grounded theory |
| Faculty / School / Research Centre / Research Group: | Educational Development Unit Greenwich Research into Innovative Pedagogies (GRIP) |
| Last Modified: | 24 Feb 2021 18:11 |
| URI: | http://gala.gre.ac.uk/id/eprint/30678 |
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