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dc.contributor.authorEsmond, Bill
dc.date.accessioned2019-11-01T10:40:21Z
dc.date.available2019-11-01T10:40:21Z
dc.date.issued2019-10-26
dc.identifier.citationEsmond, B. (2019). 'Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator'. Vocations and Learning, pp, 1-18. DOI: 10.1007/s12186-019-09233-0.en_US
dc.identifier.issn1874785X
dc.identifier.doi10.1007/s12186-019-09233-0
dc.identifier.urihttp://hdl.handle.net/10545/624283
dc.description.abstractTVET 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.en_US
dc.description.sponsorshipThis study was undertaken during a development project funded by the Education and Training Foundation.en_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.urlhttps://link.springer.com/journal/12186/12/3en_US
dc.relation.urlhttps://link.springer.com/article/10.1007/s12186-019-09233-0en_US
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectapprenticeshipen_US
dc.subjectassessorsen_US
dc.subjectprofessionalismen_US
dc.subjectworkplace learningen_US
dc.subjectteacher educationen_US
dc.subjectcompetenceen_US
dc.titleEmerging apprenticeship practitioner roles in England: conceptualising the subaltern educatoren_US
dc.typeArticleen_US
dc.identifier.eissn18747868
dc.contributor.departmentUniversity of Derbyen_US
dc.identifier.journalVocations and Learningen_US
dcterms.dateAccepted2019-09-24
refterms.dateFOA2019-11-01T10:41:00Z
dc.author.detail784682en_US


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Attribution-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 International