Taylor, S; (2018) The UCL EdD: an apprenticeship for the future educational professional? London Review of Education , 16 (1) pp. 104-120. 10.18546/LRE.16.1.10.

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Abstract

In 2001, the Institute of Education (now the UCL Institute of Education (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 successfully complete a minimum of year two of the EdD programme (the Institution Focused Study), 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 those professionals having 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. Findings also suggest a range of tensions, some of which have been described by previous authors, but also new tensions not previously 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.

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