This thesis investigated the provision and impact of Foundation degrees for teaching assistants by examining; teaching assistants on Foundation degrees, Foundation degree providers, Head teachers, and local authorities across four different areas of the Midlands. Findings confirmed that teaching assistants on Foundation degrees gain many personal and professional benefits from their course. These are determined by internal and external factors but include the support received during their Foundation degree course. In their workplace the teaching assistants are given additional responsibility but often this is not acknowledged through financial recompense or enhanced status, a consequence of which is that teaching assistants are very discouraged about the lack of recognition for their Foundation degree. This is exacerbated by the fact that whilst Foundation degrees are being promoted as having employer engagement, most head teachers lack knowledge and understanding about Foundation degrees for teaching assistants, nor do many teaching assistants feel supported by their employer. The implication of this thesis is that whilst accepting the many benefits to the individual and their workplace, Foundation degrees are contributing towards the creation of divisions and frustration levels of teaching assistants. In this case, the impact on pupils needs to be explored.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:512411 |
| Date | January 2010 |
| Creators | Morris, Theresa Mary |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/633/ |
Page generated in 0.0017 seconds