Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit

K L Peel; B McLennan; P A Danaher; E Burnett

doi:10.1007/s13384-022-00576-7

Occupational (In)visibility: The emerging role of the Remote Education Tutor as an educational conduit

Aust Educ Res. 2022 Oct 7:1-30. doi: 10.1007/s13384-022-00576-7. Online ahead of print.

Authors

K L Peel¹, B McLennan¹, P A Danaher¹, E Burnett²

Affiliations

¹ University of Southern Queensland, Toowoomba, Australia.
² Australian Geographically Isolated Learner Education, Clermont, Australia.

Abstract

Remote Education Tutors (RETs) are central to the delivery of distance schooling in Australia and are accountable for the face-to face supervision and educational support of students. They act as the government mandated adult supervisors of Australian primary and secondary school students enrolled in distance education, including geographically isolated learners. This paper draws on statistical data from a national survey (N = 575) that was designed to map the perceptions of Australian RETs. These data confirmed that RETs act as a conduit between the distance schooling teacher and student, and that their role requires complex capabilities to be performed within a structured framework. Time restrictions with competing demands present a constant challenge to the RETs' work satisfaction. Constraining this occupation is the reality that there is no formal qualification available for RETs. Without specific credentialling, it appears that the RETs' (in)visible role risks being overlooked as a substantive educational occupation.

Keywords: Credentialling; Distance education; Equity; Geographically isolated students; Governesses; Remote education tutors; Rural and remote education.