Mapping the changes: a critical exploration into the career trajectories of teaching assistants who undertake a foundation degree

Abstract

This article explores the changing career trajectories of teaching assistants who graduated from a university in the northwest of England with a Foundation degree in Supporting Teaching and Learning. It begins with a consideration of the changing policy context in England in relation to the role of support staff in schools. This context informed the development of three key research questions that are addressed in this article: What are the perceived benefits of Foundation degree study in the present policy climate? In what ways does engagement with a lifelong learning course impact upon professional and personal lives? Does doing a lifelong learning course like a Foundation degree encourage further study?The article then presents the research methodology employed to address these questions. A research survey was conducted with teaching assistants who had gained a Foundation degree, using a questionnaire that provided both quantitative and in-depth qualitative data. Research findings suggest that graduates have varying perceptions about the benefits of the Foundation degree and the effect it has had on their careers. Findings also suggest that age and school sector are significant factors in determining promotion prospects. The researchers conclude that despite considerable advancements for some teaching assistants, there is a degree of disillusionment regarding professional status and career progression. Nevertheless, there are perceived personal benefits to gaining a Foundation degree, such as increased self-confidence, awareness of one's own learning potential and a positive impact upon professional 'performance' in the classroom.

Lifelong learning: teaching assistants’ experiences of economic, social and cultural change following completion of a foundation degree

“…The construction of education or lifelong learning as an indulgence is amplified because, certainly for many of those whom we encountered via our research, gaining a foundation degree has not led to financial changes that could benefit the family (Dunne et al 2008a).…”

“…The corporate discourse that has infiltrated education, along with the demands and challenges of globalisation, constitute a new way of thinking about teaching, learning and education. Lifelong learning courses like foundation degrees are now associated more with 'training and development' than with education (Dunne et al 2008a). 'Training' is defined here in terms of the acquisition of predefined skills and competencies, and the development of certain dispositions in relation to the current needs of the economy.…”

“…They may be considered to inhabit a particular community of practice that is sometimes conceived in utilitarian terms (Dunne et al 2008a).…”

‘Making children count’: an exploration of the implementation of the Every Child Matters agenda

“…One teacher commented: 'There's not always enough TAs to work with children with additional needs' although another teacher praised the work currently undertaken: 'I'd always like more hours for one-to-one or small groups but the high quality of the staff who support teaching and learning means every minute is used effectively'. Although the number of teaching assistants working in maintained schools is steadily increasing in Britain (DfES 2007;Dunne, Goddard, and Woolhouse 2008) and their deployment has eased the workload of teachers, the responses received in this study suggest that more needs to be done to address the increase in workload necessitated if the ECM agenda is to be effectively implemented.…”

Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis

“…Students felt that none of the tutors were 'seeing the bigger picture' or listening to their concerns, and a number were considering dropping out. Moreover, as others have reported (Dunne et al, 2008;Fenge, 2011), second-year FD students were worried about career progression, feeling that they were performing better and taking on more responsibility in their jobs, but without any prospect of increased salary or promotion. This underlines the way in which the FD may contribute to upskilling in these sectors, but also that it may do so in an exploitative way which does not reward individuals who have enhanced their own capacities.…”