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Journal of Education and Work Volume 15, 2002 - Issue 2
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Original Articles

'I think a Lot of Staff are Dinosaurs': Further education trainee teachers' understandings of pedagogic relations

James Avis
,
Ann-Marie Bathmaker
&
John Parsons
Pages 181-200 | Published online: 03 Aug 2010

Citations (20)

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Read on this site (14)

Alex Kendall & Karen McGrath. (2014) ‘I don’t think I’ve ever had discussions about reading’: a case study of FE literacy teachers’ conceptualisations of literacy. Research in Post-Compulsory Education 19:1, pages 54-74.
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James Avis, Carole Wright, Pamela Fisher, Steve Swindell & Abigail Locke. (2011) ‘Am I doing enough to help them?’ Learners, care work and well‐being: Further Education trainee teachers. Research in Post-Compulsory Education 16:1, pages 47-58.
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James Avis & Ann‐Marie Bathmaker. (2009) Moving into practice: transitions from further education trainee teacher to lecturer. Research in Post-Compulsory Education 14:2, pages 203-217.
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Ken Martin, Denise Summers & Harriet Sjerps‐Jones. (2007) Sustainability and teacher education. Journal of Further and Higher Education 31:4, pages 351-362.
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Ann‐Marie Bathmaker & James Avis. (2007) ‘How do I cope with that?’ The challenge of ‘schooling’ cultures in further education for trainee FE lecturers. British Educational Research Journal 33:4, pages 509-532.
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Sue Cullimore. (2006) Joined‐up training: improving the partnership links between a university PGCE(FE) course and its placement colleges. Research in Post-Compulsory Education 11:3, pages 303-317.
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James Avis & Ann‐Marie Bathmaker. (2006) From trainee to FE lecturer: trials and tribulations . Journal of Vocational Education & Training 58:2, pages 171-189.
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Ann‐Marie Bathmaker & James Avis. (2005) Becoming a lecturer in further education in England: the construction of professional identity and the role of communities of practice. Journal of Education for Teaching 31:1, pages 47-62.
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Ann‐Marie Bathmaker & James Avis. (2005) Is that ‘tingling feeling’ enough? Constructions of teaching and learning in further education. Educational Review 57:1, pages 3-20.
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James Avis & Ann-Marie Bathmaker. (2004) Critical pedagogy, performativity and a politics of hope: trainee further education lecturer practice. Research in Post-Compulsory Education 9:2, pages 301-316.
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James Avis & Ann-Marie Bathmaker. (2004) The politics of care: emotional labour and trainee further education lecturers[1] . Journal of Vocational Education & Training 56:1, pages 05-20.
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Madeleine Wahlberg & Denis Gleeson. (2003) ‘Doing the business’: paradox and irony in vocational education – GNVQ business studies as a case in point. Journal of Vocational Education & Training 55:4, pages 423-446.
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James Avis, Ann-marie Bathmaker, Alex Kendal & John Parsons. (2003) Conundrums of our own making: critical pedagogy and trainee further education teachers. Teacher Development 7:2, pages 191-209.
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James Avis, Alex Kendal & John Parsons. (2003) Crossing the boundaries: expectations and experience of newcomers to higher and further education. Research in Post-Compulsory Education 8:2, pages 179-196.
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Articles from other publishers (6)

Lenka Mynaříková & Lukáš Novotný. (2020) Knowledge Society Failure? Barriers in the Use of ICTs and Further Teacher Education in the Czech Republic. Sustainability 12:17, pages 6933.
Crossref
Denise Summers. 2016. Education for Sustainable Development in Further Education. Education for Sustainable Development in Further Education 157 178 .
Adeline Yuen Sze Goh. (2014) Insights from a Bourdieusian lens. Journal of Workplace Learning 26:1, pages 22-38.
Crossref
Denise Summers. (2014) Education for Sustainable Development in Initial Teacher Education: From Compliance to Commitment—Sowing the Seeds of Change. Journal of Education for Sustainable Development 7:2, pages 205-222.
Crossref
Warren Kidd. (2012) Relational agency and pre-service trainee teachers: using student voice to frame teacher education pedagogy. Management in Education 26:3, pages 120-129.
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Richard Edwards, Jim Gallacher & Susan WhittakerJudy Harris. 2006. Learning Outside the Academy. Learning Outside the Academy 169 182 .

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