TVET educator roles and identities vary internationally, and are subject to repositioning, for example as the relative significance of institutions and the workplace change within national systems. In English apprenticeships, a key position has long been occupied by competence assessors, whose non-teaching role has related uneasily to those of professional educators. Following the introduction of new apprenticeship standards, former assessors are increasingly being allocated training responsibilities, raising issues about the expertise, identities and professional formation both of these emerging practitioners and of vocational educators in general. A qualitative study of assessors who have assumed greater training responsibilities examined these issues through individual and small-group interviews. Participant accounts of diverse and contested practices and environments suggested a need to conceptualise their roles in ways that draw upon but go beyond accounts of professionalism and occupational expertise developed at earlier stages. Drawing on Gramsci, the concept of the subaltern educator is put forward to characterise the complex position of these staff in the current climate of further education, the need for enhanced, rather than diminished, professional formation and wider possibilities for professional enhancement at a time of uncertainty for all vocational educators.

中文翻译：

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在英格兰新兴的学徒制从业者角色：概念化的下属教育者

TVET教育者的角色和身份在国际上有所不同，并且随着机构和工作场所在国家系统内的相对重要性的变化而受到重新定位。在英语学徒制中，能力评估师长期以来一直担任关键职务，其非教学作用与专业教育工作者的作用不固定相关。在引入新的学徒制标准之后，越来越多的前评估人员被分配培训职责，从而引发了与这些新兴从业者以及一般职业教育者的专业知识，身份和专业组成有关的问题。对承担更大培训职责的评估师进行的定性研究通过个人和小组访谈对这些问题进行了研究。参与者对各种不同的，有争议的做法和环境进行了说明，这表明有必要以可以借鉴的方式概念化自己的角色，但要超出早期阶段发展出的专业精神和职业专门知识。借鉴葛兰西（Gramsci）的思想，提出了辅助教育者的概念，以刻画在当前的继续教育氛围中这些员工的复杂位置，需要加强而不是减少专业组成的需求以及在以下情况下专业增强的广泛可能性所有职业教育者的不确定性。