Teaching in the Margins: A Study of an Adult Teacher Practice

Simple item page
atmire.migration.oldid1660
dc.contributor.advisorGroen, Janet
dc.contributor.authorRappel, Linda Jane
dc.date.accessioned2013-12-09T18:17:30Z
dc.date.available2014-03-15T07:00:15Z
dc.date.issued2013-12-09
dc.date.submitted2013en
dc.description.abstractThis study explores the interplay of adult educator backgrounds with organizational contexts and discusses how those elements combine to inform teacher practice. Using life history methodology as a basis for educational research, this study connected life experience to educational practice by examining the relationship of individual adult educator histories and the workplace settings in which their educator practices were situated. The primary purpose of this study was to explore aspects of life journeys that relate to the practice of adult education and correlate this understanding to examine how specific workplace contexts influence courses of action and decision-making in adult teaching and learning environments. A significant part of this research included an inquiry into how educators convey a personal essence within their instruction in order to form holistic or authentic teacher practices based on the tenets of transformative and critical adult education. Elements emerging from the data in this research pointed to how the unique position of adult educators, particularly in the area of English language teaching (ELT), enables educational practitioners to bridge gaps between educational practice, business agendas, and organizational paradigms. At the same time, in understanding links from personal to professional aspects of self, data from this research highlighted the notion of ELT as providing rather unstable workplace contexts that influence and possibly restrict educator ability to develop self-identity and authenticity.en_US
dc.identifier.citationRappel, L. J. (2013). Teaching in the Margins: A Study of an Adult Teacher Practice (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27986en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/27986
dc.identifier.urihttp://hdl.handle.net/11023/1182
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Adult and Continuing
dc.subject.classificationtransformative teaching and learningen_US
dc.subject.classificationholistic educational practicesen_US
dc.subject.classificationorganizational contextsen_US
dc.subject.classificationAdult educationen_US
dc.subject.classificationteacher practiceen_US
dc.subject.classificationauthenticity in teachingen_US
dc.subject.classificationlife history methodologyen_US
dc.titleTeaching in the Margins: A Study of an Adult Teacher Practice
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ucalgary_2013_Rappel_Linda Jane.pdf
Size:
948.38 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
2.65 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Theses and Dissertations