Vai Trò Của Người Đào Tạo Học Nghề Đang Xuất Hiện Tại Anh: Khái Niệm Giáo Viên Phụ Cận

Springer Science and Business Media LLC - Tập 13 - Trang 179-196 - 2019
Bill Esmond1
1Institute of Education, University of Derby, Derby, UK

Tóm tắt

Vai trò và danh tính của các nhà giáo dục TVET (Giáo dục Nghề nghiệp và Đào tạo Kỹ thuật) khác nhau trên toàn cầu và đang được tái định hình, chẳng hạn như khi tầm quan trọng tương đối của các tổ chức và nơi làm việc thay đổi trong các hệ thống quốc gia. Trong các chương trình học nghề ở Anh, một vị trí chủ chốt lâu nay đã được đảm nhiệm bởi các nhà đánh giá năng lực, những người có vai trò không liên quan đến giảng dạy một cách khó khăn khi liên kết với các nhà giáo dục chuyên nghiệp. Sau khi có sự ra đời của các tiêu chuẩn học nghề mới, các nhà đánh giá trước đây ngày càng được giao trách nhiệm đào tạo, đưa ra các vấn đề về chuyên môn, danh tính và sự hình thành nghề nghiệp không chỉ của những người thực hành mới nổi mà còn của các nhà giáo dục nghề nghiệp nói chung. Một nghiên cứu định tính về các nhà đánh giá đã nhận trách nhiệm đào tạo lớn hơn đã khảo sát những vấn đề này thông qua các cuộc phỏng vấn cá nhân và nhóm nhỏ. Những mô tả của người tham gia về các thực hành và môi trường đa dạng và có sự tranh chấp cho thấy cần phải khái niệm hóa vai trò của họ theo những cách không chỉ dựa vào mà còn vượt ra ngoài những mô tả về chuyên nghiệp và chuyên môn nghề nghiệp được phát triển ở các giai đoạn trước. Dựa trên tư tưởng của Gramsci, khái niệm giáo viên phụ cận được đưa ra để mô tả vị trí phức tạp của những nhân viên này trong bối cảnh giáo dục bậc cao hiện tại, nhu cầu được nâng cao, thay vì giảm sút, trong sự hình thành nghề nghiệp và các khả năng mở rộng cho sự phát triển nghề nghiệp vào thời điểm không chắc chắn đối với tất cả các nhà giáo dục nghề nghiệp.

Từ khóa

#giáo dục nghề nghiệp #vai trò giáo viên #sự hình thành nghề nghiệp #đánh giá năng lực #chuyên môn nghề nghiệp

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