Understanding the complexity of the lived experiences of Foundation Degree sport lecturers within the context of Further Education
Bibliographic Data
| ID | 12571981 |
|---|---|
| Authors | David Aldous (0000-0002-1328-7245, University of East Anglia, corresponding author) |
| Year | 2012 |
| Volume | 19 |
| Issue | 4 |
| Pages | 472-488 |
| Publication date | 2012-04-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sport Education and Society (JOURNAL) |
| Journal identifiers | ISSN: 1357-3322 • E-ISSN: 1470-1243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13573322.2012.674506 |
| OpenAlex | W2136271592 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
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
Agency (philosophy · Context (archaeology · Embodied cognition · Epistemology · Ethnography · Foundation (evidence · Pedagogy · Perspective (graphical · Political science · Social science · Sociology · Computer Science · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Sport and Mega-Event Impacts
Body Knowledge and Control
Healing Dramas and Clinical Plots
The Structuring of Pedagogic Discourse
Structuration Theory
Structuration Theory
Changing Bodies
The Logic of Practice
Narrative Methods for the Human Sciences
Bourdieu and the social space of the PE class
Preparing to not be a footballer
An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu's embodied sociology
Experiencing the barriers
Experiencing the barriers
Learning careers and the social space
Reconceptualising Structure and Agency in the Sociology of Education
Analysing teaching–learning interactions in higher education
Access and widening participation
Creativity, Knowledge and Curriculum in Further Education
Framing bodies of knowledge within the 'acoustics' of the school
Higher Education as a Market
Confessions from the Performatively Confused
Discourses of Employability and Empowerment
Refusing the Realism-Structuration Divide
The time and space of everyday life
The myth of everyday life
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2014 - 2017 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |