Dual identities: the in-service teacher trainee experience in the English further education sector

Abstract

Since 2001 there has been a statutory requirement for teachers in English further education (FE) colleges to gain teaching qualifications. However, in marked distinction from other sectors of education, around 90% of FE teachers are employed untrained, and complete their initial teacher training on a part-time in-service basis. Traditionally, this route has been necessary to attract established vocational practitioners into FE and to enable them to continue earning whilst undertaking their teacher-training. Consequently, staff sustain the dual role of teacher and trainee teacher. This paper explores the dual identities of trainees on in-service FE teacher training courses. It argues that how their two roles interact may cause tensions in their development, shaping and reinforcing a conservative understanding of further education and the role of the FE teacher