Socio-collegial discursive spaces: an exploration of the importance of informal interactions and relationships within post compulsory education

Groll, Anne (2023) Socio-collegial discursive spaces: an exploration of the importance of informal interactions and relationships within post compulsory education. Doctoral thesis, Birmingham City University.

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Text Anne Groll PhD Thesis published_Final version_Submitted Mar 22_Final Award Feb 23.pdf - Accepted Version Download (2MB)

Abstract

This research explored the existence, value and function of socially situated, informal professional groups and relationships amongst teachers in different strands of the post compulsory education sector (PCE), and how their values, aligned to social justice, sat in tension with the experiences of working in PCE settings. It sought to conceptualise the nature of this phenomenon and understand how teachers created and sustained this within their institutions and in the wider context of PCE. Qualitative methods of enquiry were undertaken in the form of interviews, focus groups and multimodal data capture by participants. Multimodal data included written and photographic accounts of participants’ interactions with their colleagues, as well as images and artefacts which they felt represented these interactions and relationships. Findings were analysed through a spatial and rhythmanalytical conceptual framework which provided a lens for interpreting participants’ accounts within the context of their everyday environments. The concept of ‘restrictive’ and ‘expansive’ learning environments (Fuller et al., 2005) was also utilised to interpret the environments within PCE institutions where informal, collegial groups and relationships operated. Results highlighted the importance of what became termed socio-collegial discursive spaces for teachers’ practice, identity and development, created and sustained by participants themselves, even within restrictive and challenging environments. Occupying the liminal spaces within teachers’ day to day lives, and beyond the reach of institutional management, they were able to sustain teachers in their development and were aligned to their personal values and the work they undertook with their students. The findings have implications for institutions within the sector, illuminating the value that such spaces contribute to the very functioning of post compulsory education and the institutions in which it takes place.

Item Type:	Thesis (Doctoral)
Dates:	Date Event 31 March 2022 Submitted 21 February 2023 Accepted
Uncontrolled Keywords:	Communities of practice; collegiality; informal professional groups; teacher interactions; further education; post compulsory education; space; spatiality; rhythmanalysis.
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Doctoral Research College > Doctoral Theses Collection Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User:	Jaycie Carter
Date Deposited:	12 Sep 2024 08:33
Last Modified:	12 Sep 2024 08:33
URI:	https://www.open-access.bcu.ac.uk/id/eprint/15828

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