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Dual identities: the in-service teacher trainee experience in the English further education sector

Orr, Kevin and Simmons, Robin (2010) Dual identities: the in-service teacher trainee experience in the English further education sector. Journal of vocational education and training, 62 (1). pp. 75-88. ISSN 1363-6820

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Abstract

Since 2001 there has been a statutory requirement for teachers in English further education (FE) colleges to gain teaching qualifications. However, in marked distinction from other sectors of education, around 90% of FE teachers are employed untrained, and complete their initial teacher training on a part-time in-service basis. Traditionally, this route has been necessary to attract established vocational practitioners into FE and to enable them to continue earning whilst undertaking their teacher-training. Consequently, staff sustain the dual role of teacher and trainee teacher. This paper explores the dual identities of trainees on in-service FE teacher training courses. It argues that how their two roles interact may cause tensions in their development, shaping and reinforcing a conservative understanding of further education and the role of the FE teacher.

Item Type: Article
Additional Information: This is an electronic version of an article published in Journal of Vocational Education & Training, Volume 62, Issue 1 March 2010 , pages 75 - 88. Journal of vocational education and training is available online at: http://www.informaworld.com/smpp/content~db=all?content=10.1080/13636820903452650
Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
L Education > L Education (General)
Schools: School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Policy Research Group
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Depositing User: Sharon Beastall
Date Deposited: 29 Apr 2010 12:48
Last Modified: 06 Aug 2013 11:05
URI: http://eprints.hud.ac.uk/id/eprint/7536

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