Project

Further Education and Training Practitioners in Transition – practitioner identities and sectoral change within the Irish FET sector

Goal: This PhD research project aims to examine the various identities held by Irish FET practitioners and the impact of recent sectoral changes on these identities. This project is funded by Waterford Institute of Technology.

Methods: Critical Realism, On-line survey, Open Space Technology, Narrative Interviews, Grounded theory informed approaches

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Project log

Sarah Bates Evoy
added 2 research items
The Belong Drama Group have been together for 3 years. They consist of 7 men with acquired brain injuries who have been facilitated by a community artist to create, film and share their stories. This report contains feedback on the project from the men, their family and friends, their facilitator and other professional supporters of the project. The report highlights the powerful journey these men have taken together and how the creative mediums of drama and film have enhanced their lives and facilitated them to overcome limitations they had placed upon themselves as a result of their brain injuries.
An informative, opinion free, article outlining the current (2018) registration context for Further Education teachers in Ireland, and identifying the Irish Further Education and Training (FET) contexts where FET practitioners (teachers, tutors, trainers etc.) need to have Teaching Council registration.
Sarah Bates Evoy
added 2 research items
This paper provides an introduction to Open Space Technology (OST) and its key principles, and encourages the consideration of OST as a potential method for consulting with students and staff on important issues or questions where there is diversity and conflict and where there appears to be no clear solution. The paper also provides an example of OST in use, briefly outlining how the method was used for initial exploratory data collection as part of a 4 stage PhD research project examining the identities of practitioners (teachers, trainers, tutors, instructors, facilitators etc.) within the Irish Further Education and Training (FET) sector, and the impact of recent (post 2013) sectoral changes on these identities.
Professionals are often defined by their professional roles, both by themselves and others. But what happens if your professional roles are not clearly definable? How then do you describe yourself and the different working identities and roles you may have? The following article provides a brief overview into a current (2015 - 2018) PhD research project which is examining the identities held by Further Education and Training (FET) practitioners who deliver further education and/or training programmes.
Sarah Bates Evoy
added a project goal
This PhD research project aims to examine the various identities held by Irish FET practitioners and the impact of recent sectoral changes on these identities. This project is funded by Waterford Institute of Technology.