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dc.contributor.advisorBrown, Ray
dc.contributor.authorMorgan, Ann
dc.date.accessioned2018-01-23T02:49:13Z
dc.date.available2018-01-23T02:49:13Z
dc.date.issued2013
dc.identifier.doi10.25904/1912/616
dc.identifier.urihttp://hdl.handle.net/10072/367126
dc.description.abstractEngagement in conventional schooling is untenable for some young Australians due to complex social, emotional and intellectual needs and past experiences of failure and exclusion. An alternative for engaging disenfranchised young people in education is through a system of non-traditional flexible schools. This research explores educator identity and development in practice in five ‘flexi schools’ in Queensland that reengage young people with complex needs. In the exploration of educator identity and development in practice, this study seeks to explore one overarching research issue: how practice in the flexi schools’ context influences educator identity and development. Two questions have been formulated to inform the overarching research issue and relate to two specific domains of practice. The first question asks: How do ways of working in the flexi schools’ context influence educator identity and development in practice? The second research question asks: How do ways of professional learning in the flexi schools’ context influence educator identity and development in practice? Using a sociocultural theoretical lens and design experiment methodology, educators’ ways of working and professional learning have been explored. This occurred through analysis of questionnaire data incorporating descriptive statistics, and through thematic analysis of questionnaires (N=32), interviews (N=16), and reflective practice group (RPG) data. Reflective practice data included written evaluations from participants (N= 20) and researcher journal entries (N=13) on the experience of co-facilitating RPG sessions across five sites.
dc.languageEnglish
dc.publisherGriffith University
dc.publisher.placeBrisbane
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
dc.subject.keywordsEducational engagement
dc.subject.keywordsFlexi schools
dc.subject.keywordsEducator identity
dc.titleDifferent Ways of Being Educator: A Sociocultural Exploration of Educator Identity and Development in Practice, in a System of Non-Traditional Flexi Schools
dc.typeGriffith thesis
gro.facultyArts, Education and Law
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorPendergast, Donna
dc.contributor.otheradvisorHeck, Deborah
dc.rights.accessRightsPublic
gro.identifier.gurtIDgu1426038522790
gro.source.ADTshelfnoADT0
gro.source.GURTshelfnoGURT
gro.thesis.degreelevelThesis (PhD Doctorate)
gro.thesis.degreeprogramDoctor of Philosophy (PhD)
gro.departmentSchool of Humanities
gro.griffith.authorMorgan, Ann


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