- Title
- A case study of teacher roles in engaging with student aspirations
- Creator
- Walker, Amy
- Date
- 2019
- Type
- Text; Thesis; PhD
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/174751
- Identifier
- vital:14912
- Abstract
- This thesis investigated the complex role teachers play, both formally and informally, in relation to engaging and supporting student aspirations. Due to the links that have been established between aspirations and school completion and involvement in tertiary education, aspirations are important in an educational context. Yet, despite the abundance of aspiration related research, most has focused on student or parent perspectives, with few scholars targeting teacher perceptions of their roles in relation to student aspirations. This research is therefore significant as it addresses this gap through a single case study investigating perceptions of P-12 teachers from a peri-urban independent school in Victoria, Australia. Data were collected from 57 teachers via survey, interviews, and school document analysis. A lens of research-as-bricoleur, incorporating the theoretical frameworks of Bronfenbrenner (1979; 1994), Turner (2001), Gottfredson (1981, 1996), and Patton and McMahon (2015), provided the interpretative basis for the applied thematic analysis of the different data sets. Findings demonstrated differences in the way that teachers conceptualised their role in engaging with student aspirations. While teacher participants identified various formal and informal roles that they played in relation to engaging student aspirations, they also reported a lack of clear guidance or guidelines, necessitating the development of personal processes to direct their involvement. Other important findings highlighted a number of factors that teacher participants perceived as facilitating or impeding possible roles they could play in engaging student aspirations. The understandings emanating from this research provide substantive assistance to stakeholders, including school administrators and teacher educators, in appreciating and appropriately responding to an area of practice which remains misunderstood and without clear policy or guidelines. Ultimately, this research adds to the growing body of research into student aspirations and the concomitant importance of teachers in helping students aspire to and achieve their goals.; Doctor of Philosophy
- Publisher
- Federation University of Australia
- Rights
- Metadata is freely available under a CCO license
- Rights
- Copyright Amy Walker
- Rights
- Open Access
- Subject
- Teacher roles; Student aspirations
- Full Text
- Thesis Supervisor
- Burke, Jenene
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Australian Digital Thesis | 7 MB | Adobe Acrobat PDF | View Details Download |