Abstract
In 2001, the Institute of Education (now the UCL Institute of Education (UCL IOE)) became one of only three internationally accredited centres for the training of Reading Recovery trainers. To achieve accreditation, the training programme was required by the International Reading Recovery Trainers Organization to be linked to the IOE doctor of education (EdD). Specifically, apprentice trainers were required to complete a minimum of Year 2 of the EdD programme (the Institution-Focused Study) successfully, as a gateway to achieving their professional qualification. The IOE EdD allowed for a unique apprenticeship model that combined academic study and research at doctoral level together with practical experiences. This paper presents a case study of the apprenticeship model as viewed by professionals who have undergone the experience. Findings suggest similarities to previous reports on professional doctorates, but also suggest a bridge and transition from apprentice to an apprentice who is also a mentor. A range of tensions are also suggested, some of which have been described by previous authors, but also others that have not previously been reported. Apprentice trainers reported feeling like 'weird fish' in that although their apprenticeship model was part of the EdD, it did not 'fit' with experiences the rest of their cohorts received. Nevertheless, there was a sense of preparedness for participants' new, complex professional roles. Implications of findings for linking the EdD to specific professional roles are also discussed.
Highlights
The doctor of education (EdD) programme was established at UCL Institute of Education (UCL IOE) in 1996, attracting a range of senior professionals from diverse fields such as architecture, consultancy, dentistry and medicine, education, international development and social work
Four main themes emerged in relation to my study aims: apprentice trainer; apprentice researcher; apprentice as mentor; and preparedness for role
Findings must be regarded with caution, given that this was a small group of participants, and these participants were training for one particular role via an EdD apprenticeship
Summary
Its structure has characteristics identified as common to many professional doctorates (MellorsBourne et al, 2016), including a structured phase of taught courses prior to a research phase. Until 2014, students in Year 1 undertook four taught courses: Foundations of Professionalism, two Methods courses, and a Specialist Route course (see Table 1). The Specialist Route courses are no longer offered due to viability in terms of numbers. Students undertake options from the Research Training Programme offered across all doctoral programmes in the Centre for Doctoral Education of UCL IOE. During Foundations of Professionalism, students explore professionalism, both as a broad conceptualization and within their own contexts. The rationale for this course is to induct students into a range of perspectives from which professional life
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