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Dual Identity in Apprenticeship: Analysis of Perceptions, Engagement, and Challenges of Apprentices in the Workplace over an Seven-Year Period (2017-2023)
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Abstract:
This study examines the concept of dual identity in apprenticeship, characterized by the tensions between apprentices’ roles as employees and students. Conducted in France from 2017 to 2023, it analyzes the impact of this duality on their engagement, perceptions, and integration. The findings reveal that apprentices frequently prioritize their professional role, as remuneration is perceived as a significant symbol of recognition. This prioritization comes at the expense of academic training, which is viewed as less relevant to their immediate goals. Three key factors influence this dynamic: the quality of mentorship, the relevance of professional tasks, and interactions with colleagues. These elements strengthen their identification as employees while widening the gap with academic expectations. A conceptual model, structured around statutory, motivational, and relational dimensions, is proposed to better understand these tensions. Recommendations include aligning academic content with professional realities, training educators to address apprentices’ specific challenges, and enhancing collaborative mechanisms between apprentices, educators, and companies. This study provides valuable insights into the identity dynamics in apprenticeships and offers practical solutions for fostering better integration between academic and professional spheres.
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