The paradoxical position of careers teachers in relation to the Training Credits initiative as an innovation

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Abstract
Within schools the history of careers teaching has been characterized by its margin‐alization in the educational process. Drawing upon interview data this paper explores how careers teachers experience various forms of marginality within a recent vocational initiative involving Training Credits (TCs). 1 1 Since the start of our study Training Credits have become known as Youth Credits. Given that when the careers teachers were interviewed the term Training Credits (TCs) was in use, this term is used throughout the paper to avoid confusion. View all notes It is suggested that their involvement in this initiative has acted to exacerbate the uncertainties and ambiguities that many careers teachers experience regarding their role and status within schools. Finally, the problems raised by their continued marginalization for the success or otherwise of TCs as an innovation are considered.