Interviews with Group Two (teachers and teacher/managers) were usually scheduled in FE settings. The interviews were recorded, transcribed and returned for any amendments or comments.
We did not directly ask for the views of the student group (NEETs). This was a conscious, ethical decision. Observations and discussions with PGCE student teachers had highlighted the time and effort needed to sustain positive and trusting relationships. It was not appropriate for us to foster such relationships for the purpose of the study. We had also picked up in discussion that the label literacy had negative associations for many so-called NEET students.
We were in close contact with the student teachers for at least a year. This lent an ethnographic dimension to the research in the sense that 'ethnographers rely on informants in the field to tell them stories, feedback on interpretations and to answer questions' (Cousin, 2009:123). The PGCE student teachers were invited to develop a piece of reflective writing that addressed the following:
• How is literacy/ or how are literacies conceptualised on your placement? • What different approaches to literacy education are currently being employed? • What are the barriers to teaching literacy effectively in existing provision? • How does student progression from Foundation Learning programmes to other courses work in your placement?
In follow up discussions, the student teachers were asked to identify any examples of perceived good practice in literacy education with students from the NEET category. The question prompts we had devised for our student teachers underpinned the broader semi-structured interviews for Group Two (teachers and teacher/ managers).
Table 1: Participants and FE settings (anonymised at discretion of participants)
Participant Abigail
Charlene Charlotte Fenella
Margaret Martha Morgan Natasha Caroline Jen Jill
Julie Tom
College
New College Temevale VIth form Netherton College
St Peter’s: Community provider Treetown College Coalville City College Rivertown College
Rayburn training provider
St Peter’s: Community provider Central Coppleton College Coppleton People’s College St Peter’s: Community provider Mucklow College
Dedicated unit in Treetown College 9
Post graduate student Post graduate student Post graduate student Post graduate student Post graduate student Post graduate student Post graduate student Post graduate student Teacher / manager Teacher
Teacher(recently qualified) Teacher
Teacher / manager
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