ERIC Number: EJ1428610
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-7919
EISSN: EISSN-1475-0198
Available Date: N/A
Learning at a Distance: Recognising Remote Tutoring as a Career
Distance Education, v45 n2 p315-333 2024
Remote Education Tutors (RETs) enact crucial roles in Australian distance schooling, by living with families who reside in geographically isolated locations and supporting their school age children's learning. As part of a larger research project, this paper presents a study of four RETs derived from semi-structured interviews conducted in their respective home schoolrooms. Informed conceptually by Bronfenbrenner's socio-ecological systems theory (1979, 1986), the thematic analysis generated four substantive themes related to the participants' lives and work: pedagogical competencies; healthy relational dynamics; optimism with a solution focus; and substantive occupation. More broadly, the RETs contribute indispensably to the educational success and the lifestyle sustainability of the school age children with whom they work, yet currently there is no formal recognition of that contribution, just as there is no viable career pathway for RETs seeking to become qualified teachers. Accordingly, they are as occupationally invisible as the remote living families whom they serve.
Descriptors: Tutoring, Foreign Countries, Rural Areas, Place of Residence, Career Pathways, Barriers, Distance Education, Synchronous Communication, Job Skills, Interpersonal Relationship, Expectation, Teaching Experience, Life Style, Teacher Competencies, Children
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A