More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors

Abstract

An international repositioning of vocational teachers in\ud relation to knowledge and the workplace is reflected in\ud English Further Education through the terminology of\ud ‘dual professionalism’. Particularly in settings most closely\ud linked to specific occupations, this discourse privileges\ud occupational expertise that vocational educators bring from\ud their former employment alongside pedagogic expectations\ud of the teaching role. In a qualitative study of recently qualified\ud teachers employed substantially in workshop settings, using\ud the analytical framework of Margaret Archer, workplace skills\ud and generic attributes provided a basis for claims to expertise,\ud extending to a custodianship of former occupations.\ud Further augmentation of educator roles, however, appeared\ud constrained by market approaches to development and\ud employment insecurity in the sector and beyond. In Archer’s\ud terms, the current environment appears to cast ‘dual\ud professionalism’ as morphostasis, drawing on former practice\ud at the expense of teacher identity in the face of insecurity.\ud Morphogenesis into enhanced professional teacher identities,\ud for example, developing coherent vocational pedagogies\ud informed by research into advances in knowledge, appears\ud the less likely outcome in the current and emerging sector

Emerging Apprenticeship Practitioner Roles in England: Conceptualising the Subaltern Educator

“…Whilst teachers were constructed as 'authentic' professionals, LSWs became 'distanced from the values of objectivity and authority that underpin a traditional discourse of professionalism' as they appeared to build relationships with learners (112). Since this time a range of para-professional roles has been created across colleges, with vocational coaches, demonstrators and technical experts with various titles assuming support roles in workshops and other settings, displacing teachers but without visible benefits (Esmond and Wood 2017). Alongside the terminology of 'providing' and 'delivery', such uncertain descriptions as apprenticeship 'staff' and 'practitioners' also evade questions of educational content.…”

“…Unwin's (2003, 2004) models of 'expansive' workplace learning mention favourably 'managers as facilitators of workforce and individual development' (2004, 130) rather than high-status trainers. The contributions of trainers can prove ephemeral even in countries where workplace learning is more effectively integrated within TVET (Nägele and Neuenschwander 2016), especially in apprenticeships, which centre on learning from experienced workers (Fjellström 2017). Winch (2000) argued that narrow definitions had been used to describe training as simply the process of cognition: more complex understandings would include a gradual acquisition of expertise, the interpenetration of knowledge and skills, an ability to apply them to fresh situations and a relationship with foundational knowledge.…”

“…The concept of the subaltern educator recognises the difficult circumstances of former assessors, as well as, by implication, those of other educators marginalised outside traditional classroom settings, such as those in workshop settings (Esmond and Wood 2017). It complements notions of boundary-crossing that validate the work of classroom teachers, noting that vocational institutions and workplaces 'do different kinds of work, have different values and are structured by different kinds of knowledge and power' (Tanggaard 2007, p. 457).…”

“…The imposition of new expectations as part of a neo-liberal performativity, whilst educators aspire to develop their own values and approaches to professionality, has been the source of long-term contestation in the sector and across public services (James and Biesta 2007;Gleeson et al 2005). Demands for increased flexibility and closer engagement with the workplace have been associated with discourses reframing professionalism as both educationally and occupationally based (Hodgson and Spours 2013;ETF 2014;Esmond and Wood 2017). At such moments of change, it is also important to note possibilities as well as challenges: Avis (1999) drew out the potential inherent in changes to educational practice even as neo-liberal regulation was strengthening its hold.…”

Exploring transitions in notions of identity as perceived by beginning post-compulsory teachers

“…They soon realised that they wanted to get back into teaching and secured a visiting lecturer post whilst still continuing in their employment at weekends. Interestingly, this aspect gave them kudos in relation to classroom teaching as they were up to date in their vocational context (Esmond and Wood 2017). The post then became permanent full-time lecturer.…”