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Research Paper Rodrigues 2003

The idea the boundaryless career has recently permeated the careers literature. However, critics have claimed that the concept is fuzzy and difficult to operationalize. Moreover, one of the core assumptions, namely the collapse of traditional organizational careers allied to increasing mobility across organizational boundaries, has rarely been seriously analysed in the careers literature. This article aims to take forward the analysis of the boundaryless career concept in two ways. First, we discuss its conceptual and operational problems. We argue that the current debate, focused on the permeability of organizational boundaries, fails fully to address the complexity of contemporary careers. Second, we integrate contributions from labour economics on job stability to argue that the assumption of the collapse of the traditional career model is not supported by the evidence. In our conclusions, we draw on boundary theory to outline the potential of a different approach to the conceptualization of career boundaries.

I'Anson J, Rodrigues S & Wilson G (2003) Mirrors, reflections and refractions: the contribution of microteaching to reflective practice, European Journal of Teacher Education, 26 (2), pp. 189-199.

This paper considers a range of strategies that can be used to promote reflection. We focus on microteaching as a vehicle for enabling students to become aware of their values, attitudes and assumptions about learning as these are enacted within microteaching. The subsequent feedback becomes a dialogue between student, peer, teacher fellow and tutor that provides different refractions of this practice and contributes to the development of reflection which we characterise in terms of pre-critical, internalised and hypothetical thresholds. At the pre-critical threshold a practitioner concentrates on their technical competence, using trial and error or survival strategies to manage time, resources and pupils. Practitioners apply more mentally rehearsed operations to address new situations within the internalised threshold. A practitioner operating on hypothetical issues works within the hypothetical threshold and may not have experiences of events to inform hypothetical situations, but is in a position to manage uncertainty.

AuthorsI'Anson John, Rodrigues Susan, Wilson Gary
Publication date06/2003
PublisherTaylor and Francis

European Journal of Teacher Education: Volume 26, Issue 2

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