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The paradoxical position of careers teachers in relation to the Training Credits initiative as an innovation
Author(s) -
Sparkes Andrew,
Hodkinson Phil
Publication year - 1996
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/0958517960070307
Subject(s) - vocational education , position (finance) , training (meteorology) , margin (machine learning) , process (computing) , relation (database) , pedagogy , political science , psychology , mathematics education , sociology , economics , computer science , finance , geography , database , machine learning , meteorology , operating system
Within schools the history of careers teaching has been characterized by its margin‐alization in the educational process. Drawing upon interview data this paper explores how careers teachers experience various forms of marginality within a recent vocational initiative involving Training Credits (TCs). 1 It is suggested that their involvement in this initiative has acted to exacerbate the uncertainties and ambiguities that many careers teachers experience regarding their role and status within schools. Finally, the problems raised by their continued marginalization for the success or otherwise of TCs as an innovation are considered.