Search Results

Taking the distinction between the Institution of Apprenticeship, that is, the social partnership arrangements which underpin its organisation, and Apprenticeship as a Social Model of Learning, in other words, the configuration of pedagogic and occupational etc. dimensions which constitute the model, as its starting point the paper: (i) argues the emergence of de-centred, distributed and discontinuous conditions associated with project-work present challenges for extant ideas about apprenticeship as a social model of learning; (ii) explores this claim in relation to Fuller and Unwin's four inter-connected dimensions of apprenticeship as a social model of learning by considering a case study of apprenticeship designed to prepare apprentices to work in the above conditions; (iii) relates issues arising from the case study to research on project work from the fields of Organisational and Cultural Studies; and (iv) based on this evidence base introduces a typology of 'Apprenticeship for Liquid Life'.

Published abstract reprinted by permission of the copyright owner. Show less

Purpose: The purpose of this paper is to address a gap in the comparative research literature on vocational education and training (VET) and skill formation systems. It examines the impact of international technical standardisation and regulation on the design, organisation and delivery of apprenticeships in the aeronautical and aerospace sectors in England and Germany. Design/methodology/approach: The research design was informed by insights from economics, workplace and work-based learning and comparative education. Academic experts in the fields of aerospace and aeronautical standardisation and regulation, VET, human resource development and business organisation were consulted. The generic occupation of 'aircraft mechanic' was selected as being the closest match for comparison. Interviews and non-participant observation in workplaces and training centres were carried out involving three companies in England and four in Germany.

Findings: Findings show that there is considerable convergence across the pedagogical approaches to apprenticeships in England and Germany related to fostering the capacity to take responsibility for the quality of one's work, to work in and lead teams, and to respond to and work with customers. Increasing international regulation and technical standardisation underpins a shared language about learning through practice in technologically advanced workplaces. Originality/value: This paper is original because it turns the lens of inquiry to workplace processes to reveal the level of convergence in training philosophies and practices in an internationally highly regulated sector. It shows how international technical standardisation and regulation is leading to pedagogical innovation. The findings have implications for VET and apprenticeship policy at the national and international level.

Published abstract. Show less

This paper draws on case-study research that focused on teaching observations conducted as part of vocational teachers' initial teacher training (ITT) in further education (FE) colleges in England. It analyses the post-observation feedback discussion, drawing on a rich sociocultural tradition within work-based learning literature. It argues that the feedback discussion provides a learning space that is particularly important for vocational teachers who cross boundaries from vocational contexts to learn to become teachers. To maximize learning from observation, vocational teachers need time and opportunity to develop their practice with others who mediate their learning and development.

Published abstract. Show less

This thesis explores the use, value and practice of teaching observations conducted as part of vocational teachers' in-service initial teacher training (ITT) in Further Education (FE) Colleges in England. The study is framed by a conceptual examination of the meanings of vocational, vocational learning and observation. This thesis emphasises the importance of understanding vocational learning as an embodied practice and as 'learning as participation' in the workplace and in work-related settings. It conceptualises vocational learning as part of the development of expertise along a horizontal axis, which encompasses social and cultural aspects from different disciplinary and/or vocational areas and not only cognitive dimensions. The thesis presents a conceptualisation of the observation of teaching as a contexualised and developmental process. Cultural Historical Activity Theory (CHAT) is used to both frame the research methodology and subsequent analysis. A case study approach addresses the research questions through the observation of 'observations' and interviews with vocational teachers, teacher educators, and vocational mentors. Two distinct activity systems are subsequently defined by their respective yet interacting objects of activity. These are identified as the development of 'pedagogic expertise' and the development of 'pedagogic expertise for vocational practice'. The thesis confirms the value of ITT teaching observations to vocational teachers' development. It concludes with some implications for practice and contributes to our understanding of vocational teachers' learning and development.

Published abstract. Show less

An apprenticeship in media production in England is at the centre of this case study exploration. The context is exemplified by the organisation of the process of production around project teams and the development of project-based working cultures. Given these developments, the working conditions and learning opportunities presented to apprentices can be characterised as de-centred and distributed. This contrasts with the characterisation of apprentices' learning as novices who develop expertise in stable, well-bounded vocational communities. Through an analysis of young apprentices' journeys, [the authors] argue that despite the challenges presented, the case study exemplifies the extent to which the apprenticeship is capable of innovation in project working as opposed to full employment conditions. Through its focus on media apprentices' journeys, this paper makes visible the specific experience of learning in project working, distributed and de-centred working conditions. [The authors] conclude by referring to an ideal typical conception of the model of learning underpinning the apprenticeship which may be useful as an heuristic tool for others involved in designing and/or researching apprenticeships in project working conditions.

Published abstract reprinted by permission of the copyright owner. Show less

Media work is increasingly contract-based, de-centred and distributed across different sites. This development poses a problem for traditional novice-to-expert assumptions that underpin the design of most models of apprenticeship and post-Lave and Wenger conceptions of workplace learning. This paper outlines the creation of an apprenticeship - apprenticeship for liquid life - designed to prepare apprentices to become contract-based workers in the media industry. The key features of the apprenticeship are a new model of learning to support apprentices to develop vocational practice (knowledge, skill and judgment) and social capital (networks to secure future employment). The paper concludes by arguing that the model shows that: (i) the workplace learning community is too attached to researching stable and site-specific forms of working and learning; and (ii) the post-Wolf and post-Richards debates about the future direction of apprenticeship in the UK needs to consider how to re-think the national framework for apprenticeship to prepare apprentices for freelance work.

Published abstract. Show less

In international comparative vocational education and training (VET) research, the discourse concerning the interlinking of theory and empirical practice often runs in one direction and asks: to what extent the theoretical concepts shape the empirical research design. The empirical limitations and challenges of field-based research rarely find their way into the theoretical debate. This is despite the particularly important challenges that need to be faced during field research in comparative VET to prevent misinterpretation and ethnocentrism.

This chapter expands the discourse and outlines an iterative, reflective approach to interlink theoretical frameworks and empirical work through an explorative study of aviation apprenticeships in England and Germany. This study set out to examine the impact of international technical standardisation and regulation on the design, organisation and delivery of apprenticeships in the aeronautical and aerospace sectors in England and Germany. We identify the challenges we met during the empirical stage of the research and discuss the ways in which our responses influenced our theoretical elaboration.

Published abstract. Show less