Publication details for Dr Caroline Walker-GleavesWalker, C., Gleaves, A. & Grey, J. (2006). A study of the difficulties of care and support in new University teachers' work. Teachers and Teaching: Theory and Practice 12(3): 347-363.
- Publication type: Journal papers: academic
- ISSN/ISBN: 1354-0602, 1470-1278
- DOI: 10.1080/13450600500467688
- Keywords: Universities, Teaching, Students, Support, Care.
- View online: Online version
- Durham research online: DRO record
Author(s) from Durham
This paper discusses some findings from a small‐scale qualitative study involving ‘new’ teachers in a medium sized, regional English university. Using Grounded Theory methods to inform and guide the research, the study explores participants’ views on working as both teachers and researchers whilst also managing considerable amounts of ‘caring work’ with a diverse body of students who often need academic and pastoral support in excess of that assumed within the university academic timetables or support networks. The voices of these teachers suggest that care is an overlooked aspect of university teachers’ work, yet it plays an important part in maintaining their and their students’ sense of scholarly endeavour. Further, our findings suggest that within the university at large there is a ‘discourse of difference’ in the way that many academics conceptualize and represent the student body and students’ needs to be supported. This discourse impacts on the development of new teachers’ identities and aspirations. Some implications of these findings for implementing strategies for supporting teachers to develop both academic and pastoral roles within universities are discussed.
Arendt, H. (1977) Between past and future (Harmondsworth, UK, Penguin).
Arendt, H. (1981) The life of the mind (M. McCarthy, Ed.) (New York, Harcourt).
Avis, J., Bathmaker, A.-M., Kendal, A. & Parsons, J. (2003) Conundrums of our own making:
critical pedagogy and trainee further education teachers, Teacher Development, 7(2), 191–209.
Belenky, M. F. (1996) Women’s ways of knowing (New York, Basic Books).
Bingham, C., Sidorkin, A. M. & Noddings, N. (2004) No education without relation (New York,
Blaxter, L., Hughes, C. & Tight, M. (1998) Writing on academic careers, Higher Education, 23,
Bourdieu, P. (1993) Sociology in question (London, Sage).
Bourdieu, P. (1999) Outcasts on the inside, in: P. Bourdieu & A. Accardo (Eds) Weight of the
world: social suffering in contemporary society (Cambridge, UK, Polity Press), 421–427.
Bown, L. (1999) Beyond the degree: men and women at the decision-making levels in British
higher education, Gender & Education, 11(1), 5–16.
Britzman, D. P. (1986) Cultural myths in the making of a teacher: biography and social structure
in teacher education, Harvard Educational Review, 56(4), 442–455.
Brooks, R. (2004) ‘My mum would be as pleased as punch if I actually went, but my dad seems a
bit more peculiar about it’: paternal involvement in young people’s higher education choices,
British Educational Research Journal, 30(4), 495–515.
Foster, M., Lewis, J. & Onafowora, L. (2003) Anthropology, culture and research on teaching and
learning: applying what we have learned to improve practice, Teachers College Record, 105(2),
Haggis, T. (2003) Constructing images of ourselves? A critical investigation into ‘approaches to
learning’, British Educational Research Journal, 29(1), 89–105.
Harley, S. (2003) Research selectivity and female academics in UK universities: from gentleman’s
club and barrack yard to smart macho? Gender and Education, 15(4), 377–392.
Higher Education Statistics Agency (HESA) (2004) Academic staff data tables (Cheltenham, UK,
HESA). Available online at: www.hesa.ac.uk/holisdocs (accessed 11 October 2004).
Hill, Y., Lomas, L. & Macgregor, J. (2003) Managers, researchers, teachers and dabblers: enabling
a research culture in nursing departments in higher education institutions, Journal of Further
and Higher Education, 27(3), 317–331.
Kennedy, J. (1997) Learning works: widening participation in further education (Coventry, UK,
Macfarlane, B. (2001) Justice and lecturer professionalism, Teaching in Higher Education, 6(2),
Macfarlane, B. (2002) Dealing with Dave’s dilemmas: exploring the ethics of pedagogic practice,
Teaching in Higher Education, 7(2), 167–178.
Nicoll, K. & Harrison, R. (2003) Constructing the good teacher in higher education: the discursive
work of standards, Studies in Continuing Education, 25(1), 23–36.
Noddings, N. (2001) The care tradition: beyond add women and stir, Theory into Practice, 40(1),
Noddings, N. (2003) Is teaching a practice?, Journal of Philosophy of Education, 37(2), 241–252.
Northedge, A. (2003) Rethinking teaching in the context of diversity, Teaching in Higher Education,
Nussbaum, M. (2000) Women and human development: the Capabilities Approach (New York,
Cambridge University Press).
Office for National Statistics (2004) Economic indicators and neighbourhood trends (London,
UK, ONS). Available online at: www.statistics.gov.uk/instantfigures.asp (accessed 18 October
Prosser, M., Martin, E., Trigwell, K., Ramsden, P. & Middleton, H. (2003) Research active
academic staff experiences of teaching, understanding subject matter and research, paper
presented at the International Colloquium: Research and Teaching: Closing the Divide?,
Southampton Institute, 17–19 March.
Reay, D. (2001) Finding or losing yourself?: working class relationships to education, Journal of
Education Policy, 16(4), 333–346.
Reay, D., Ball, S. & David, M. (2002) It’s taking me a long time but I’ll get there in the end:
mature students on access courses and higher education choice, British Educational Research
Journal, 28(1), 5–19.
Sidorkin, A. (2004) In the event of learning: alienation and participative thinking in education,
Educational Theory, 54(3), 251–262.
Smeyers, P. (1999) Care and wider ethical issues, Journal of Philosophy of Education, 33(2),
Staniforth, D. & Harland, T. (2003) Reflection on practice: collaborative action research for new
academics, Educational Action Research, 11(1), 79–91.
Strauss, A. & Corbin, J. (1990) Basics of qualitative research: grounded theory procedures and
techniques (Newbury Park, CA, Sage).
Sumsion, J. (2000) Caring and empowerment: a teacher educator’s reflection on an ethical
dilemma, Teaching in Higher Education, 5(2), 167–180.
Van Manen, M. (2000) Moral language and pedagogical experience, Journal of Curriculum Studies,
Wager, M. (2001) Emotions and professional identity in academic work, paper presented at the
Higher Education Close Up Conference, Lancaster University, 16–18 July.
Weinstein, C. (1998) I want to be nice, but I have to be mean: exploring prospective teachers’
conceptions of caring and order, Teaching and Teacher Education, 14(2), 153–163.
Weinstein, C., Curran, M. & Tomlinson-Clarke, S. (2003) Culturally responsive classroom
management: awareness into action, Theory into Practice, 42(4), 269–277.
Yorke, M. & Thomas, E. (2003) Improving the retention of students from lower socio-economic
groups, Journal of Higher Education Policy and Management, 25(1), 63–74.