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

Research output: Contribution to journalArticle

28 Citations (Scopus)

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.

LanguageEnglish
Pages75-88
Number of pages14
JournalJournal of Vocational Education and Training
Volume62
Issue number1
DOIs
Publication statusPublished - Mar 2010

Fingerprint

further education
trainee
teacher
teacher training
experience
dual role
qualification
staff
cause
Teaching
education

Cite this

@article{3d2f72d34a0442b5b662424e4795ea3f,
title = "Dual identities: The in-service teacher trainee experience in the English further education sector",
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.",
keywords = "Dual identities, Further education, Trainee teachers",
author = "Kevin Orr and Robin Simmons",
year = "2010",
month = "3",
doi = "10.1080/13636820903452650",
language = "English",
volume = "62",
pages = "75--88",
journal = "Journal of Vocational Education and Training",
issn = "1363-6820",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Dual identities

T2 - Journal of Vocational Education and Training

AU - Orr, Kevin

AU - Simmons, Robin

PY - 2010/3

Y1 - 2010/3

N2 - 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.

AB - 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.

KW - Dual identities

KW - Further education

KW - Trainee teachers

UR - http://www.scopus.com/inward/record.url?scp=79951565799&partnerID=8YFLogxK

U2 - 10.1080/13636820903452650

DO - 10.1080/13636820903452650

M3 - Article

VL - 62

SP - 75

EP - 88

JO - Journal of Vocational Education and Training

JF - Journal of Vocational Education and Training

SN - 1363-6820

IS - 1

ER -