Título: Researching Recognition of Prior Learning; the significance of assessor’s values and beliefs within the Totally Pedagogised Society
Autor: O'Leary, Phil; Ledwith, Ann
Resumen: [EN] This research is exploring the values and beliefs of academic assessors
around Recognition of Prior Learning (RPL) in order to better understand
their mindset and provide a foundation for best practice informed by all
actors. An interpretative research design and random stratified sampling
allowed for 31 interviews with assessors in an institute of technology setting
in Ireland. Bernstein’s theories of classification and framing of knowledge
and the related ideas of power and control provided the conceptual
framework for analysis of the data. The notion of assessors as actors within
the totally pedagogised society also supported analysis.
Two themes emerge from the data. The first relates to the primary values
and beliefs of assessors around RPL that are related to defending the
standards of the formal learning system. The second theme balancing,
diverges from this and provides further understanding of positions taken with
the assessment of RPL. The research concludes that practitioner networks
are necessary to cultivate pedagogic agency for RPL through both the
official and pedagogic recontextualisation fields