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.