This paper explores the tensions further education practitioners experience within the scope of their everyday praxis, together with the sensemaking strategies they undertake in order to make sense of their professional context. A narrative methodology is adopted as part of the sensemaking process; the primary data collection method is a series of semi-structured interviews with each participant. The interviews have been transcribed verbatim and reorganised into narrative format; Interpretative Phenomenological Analysis has been used to extract patterns from each narrative, before convergences converges and divergences across the narratives have been explored. A theoretical framework that draws together the notions of sensemaking and practice theory, as well as the narrative knowing of Jerome Bruner, has been used as a basis for analysing the data.
| Date of Award | 21 Nov 2025 |
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| Original language | English |
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| Supervisor | Jim Reid (Main Supervisor) & James Avis (Co-Supervisor) |
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