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Findings indicate a broader need for research into return to education, informing teaching access to information and student involvement, while highlighting classroom potential as practice of freedom.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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research method was used to study adult returners to education?","Question",{"text":63,"@type":64},"A qualitative case study method was used, employing focus groups, a questionnaire, and observations to examine adult students completing a childcare course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which major themes emerged from the case analysis?",{"text":68,"@type":64},"Identity, education as a facilitator of positive risk taking, education and perspective transformation, and connectedness/belonging emerged as key themes.",{"name":70,"@type":61,"acceptedAnswer":71},"What was the childcare course context for the study participants?",{"text":72,"@type":64},"The study focused on night students completing a FETAC level five “Certificate in Childcare” at a vocational college in South East Ireland, covering eight modules with a mix of compulsory and elective 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\nUsing a qualitative case study method the researcher studied a group of adult returning students completing a childcare course. Methods used included focus groups, a questionnaire and observations. Using a holistic analysis approach (Yin 2003) of the case the researcher then focused on a number of key issues. From this analysis the themes of identity, education as a facilitator of positive risk taking, education and perspective transformation, and, connectedness emerged.  \nThis study has shown that there is a need for a wider study in the area of returners to education with implications for teaching methods access to information and student involvement in the classes.  \nThe classroom with all its limitations remains a location of possibility. In that field of possibility we have the opportunity to labour for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom. (Hooks, 1994, 207) .  \nIntroduction  \nLisa’s husband left her for another woman and after a while she decided togo back to education to get herself out of the rut she had got into. Sophie was cajoled into returning to education by her relatives who thought she could do better for herself. Sophie was, by the way, quite happy being astayat home mom. Theresa spoke about meeting people from all walks of life and exchanging ideas, information and learning while Georgina thinks that being involved in education has helped her become more focused in all aspects of her life.  \nThis study concerned a group of fifteen adult ‘returners’ (Bird, 1999) to education; and the learning journey they undertook as they completed a childcare course. The study group consists of a group of women, of all ages, who undertook a Further Education and Training Awards Council Level (FETAC) 5 childcare course. Qualitative in nature this case study was bounded by time (six months) and by a single case (one college). The main themes that emerged from this study include identity, education as a facilitator or risk taking behaviour, perspective transformation, and, belonging.  \nCarl Rogers (1969, 1994) writes of education being a facilitator of personal growth and change, while Knud Illeris (2003) discusses the motivations that adults have to return to education. In Illeris’s viewpoint most adults do not want to go back to education but do so because of personal or career pressures. Many participants in the study said that they had learned much by attending adult education, but that much of this learning was about facilitating change and adapting to new ideas about themselves.  \nMalcolm Knowles (1980) sees andragogy; the art and science of helping adults learn; as ‘learner centred’and ‘constructivist’ in nature. This study examined the role of the student in the construction of knowledge. Also significant are communities of practice (Lave & Wenger, 1991) within which learning takes place asa product of social participation. The study looked at the work of Jack Mezirow (1991, 1998) and his ideas on critical reflection and perspective transformation and how this resonated with the students. Finally the study looked at ‘women’sways of knowing’ (Belenky, Clinchy, Goldberger & Tarule, 1986) and discusses the relationship between belonging and learning. In addition this study examined some of the criticisms the students had about the educational process and suggests ways in which these criticisms can be addressed.  \nContext  \nThis small scale study concerned a group of students currently completing a child care course in a Vocational college in the South East area of Ireland. The course; ‘Certificate in Childcare’; is a FETAC level five course. The course consists of eight modules; six compulsory and two elective. The compulsory modu","cbCait7fGSEKLljh","https://ap.wps.com/l/cbCait7fGSEKLljh","pdf",113349,"English","# Abstract\n# Introduction\n# Context","[{\"question\":\"What research method was used to study adult returners to education?\",\"answer\":\"A qualitative case study method was used, employing focus groups, a questionnaire, and observations to examine adult students completing a childcare course.\"},{\"question\":\"Which major themes emerged from the case analysis?\",\"answer\":\"Identity, education as a facilitator of positive risk taking, education and perspective transformation, and connectedness/belonging emerged as key themes.\"},{\"question\":\"What was the childcare course context for the study participants?\",\"answer\":\"The study focused on night students completing a FETAC level five “Certificate in Childcare” at a vocational college in South East Ireland, covering eight modules with a mix of compulsory and elective options.\"}]","Charting the learning journey of a group of adults returning to education - Abstract, Introduction, Context | PDF",1792067080,48]