An investigation into the provision and impact of foundation degrees for teaching assistants

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/1531 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/1531 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/1531 archive 4031 disk0/00/00/06/33 2010-04-28 15:17:30 2019-01-23 09:52:32 2011-07-19 16:20:41 thesis show 0 Morris Theresa Mary T.Morris@ucb.ac.uk Grosvenor Ian Szwed Chris University of Birmingham An investigation into the provision and impact of foundation degrees for teaching assistants unpub LB LC5201 L1 10col_socs 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 In this case, the impact on pupils needs to be explored. 2010-07 2009-11 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 380 University of Birmingham School of Education d_ph na 2010-07 graduation