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Caught up in the teaching-training divide: confusing professional identities

Santoro, Ninetta 2003, Caught up in the teaching-training divide: confusing professional identities, Studies in continuing education, vol. 25, no. 2, pp. 211-224, doi: 10.1080/0158037032000131538.

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Title Caught up in the teaching-training divide: confusing professional identities
Author(s) Santoro, Ninetta
Journal name Studies in continuing education
Volume number 25
Issue number 2
Start page 211
End page 224
Publisher University of Adelaide, Dept. of Continuing Education
Place of publication Adelaide, S. Aust.
Publication date 2003-11
ISSN 0158-037X
1470-126X
Summary The adult education sector in Australia has undergone significant changes in recent years including a shift towards the marketisation of education and the delivery of highly prescriptive Vocational Education and Training (VET). This article reports on research that explored the ways in which educators in the adult sector understand their work and identify as professionals in this changed context. The findings of the study suggest that educators who have work histories as “teachers” strongly resist the ways in which the current discourses of VET position them as “trainers”. Data from interviews with educators and observations of them at work are analysed to highlight the ways in which they understand teaching and training as binary opposites. I examine the consequences of teachers investing in a rigid and  uncompromising teaching/training binary and argue that it is counterproductive to their forging new identities in a changed education context.
Language eng
DOI 10.1080/0158037032000131538
Field of Research 130313 Teacher Education and Professional Development of Educators
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2003, Taylor & Francis Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002100

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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