Shifting identity: New conditions and the transformation of practice – teaching within post-compulsory education

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Abstract

The article explores the social and economic context of teaching within further education in England. It examines the lived experiences of lecturers working in the sector. It suggests that the attempt to explain these in terms of proletarianisation or re-professionalism is limited, and argues instead that we are witnessing a transformation of teaching and learning. This transformation is informed by an understanding of the economic context in which the sector is placed together with an interpretation of the needs of learners within these new conditions. It is suggested that a social bloc has been formed of constituencies that share this understanding. The transformation of teaching and learning in the sector opens up new forms of practice and identities for lecturers. The challenge is to work on the good sense of these changes.

LanguageEnglish
Pages245-264
Number of pages20
JournalJournal of Vocational Education and Training
Volume51
Issue number2
DOIs
Publication statusPublished - 1 Jan 1999
Externally publishedYes

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compulsory education
teaching practice
university teacher
Teaching
proletarianization
further education
learning
economics
interpretation
experience

Cite this

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