Emerging Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator

Autor/in	Esmond, Bill
Titel	Emerging Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator
Quelle	In: Vocations and Learning, 13 (2020) 2, S.179-196 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Esmond, Bill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-019-09233-0
Schlagwörter	Foreign Countries; Apprenticeships; Adult Vocational Education; Vocational Education Teachers; Professionalism; Expertise; Teacher Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Apprenticeship; Lehre; Ausbilder; Professionalität; Expert appraisal; Lehrerrolle
Abstract	TVET educator roles and identities vary internationally, and are subject to repositioning, for example as the relative significance of institutions and the workplace change within national systems. In English apprenticeships, a key position has long been occupied by competence assessors, whose non-teaching role has related uneasily to those of professional educators. Following the introduction of new apprenticeship standards, former assessors are increasingly being allocated training responsibilities, raising issues about the expertise, identities and professional formation both of these emerging practitioners and of vocational educators in general. A qualitative study of assessors who have assumed greater training responsibilities examined these issues through individual and small-group interviews. Participant accounts of diverse and contested practices and environments suggested a need to conceptualise their roles in ways that draw upon but go beyond accounts of professionalism and occupational expertise developed at earlier stages. Drawing on Gramsci, the concept of the subaltern educator is put forward to characterise the complex position of these staff in the current climate of further education, the need for enhanced, rather than diminished, professional formation and wider possibilities for professional enhancement at a time of uncertainty for all vocational educators. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01