The Experience of Becoming a Teacher in the English Further Education Sector

A new report examines the experience of becoming a further education (FE) teacher in England.

Led by Professor Andrew Hobson (University of Brighton) and Emerita Professor Bronwen Maxwell (Sheffield Hallam University), and drawing on literature between 2014 and 2023, this systematic review of research evidence set out to establish what is currently known about the experiences of those who have recently navigated the journey of becoming an FE teacher in England. Much of the evidence related to these trainee and teacher experiences came from FE college settings.

The report identifies a range of factors that influence the journey to becoming an FE teacher. These findings highlight key themes that have shaped the experience of new educators across the recent decade.

The influence of support from colleagues in workplaces and the role of mentorship in positive experiences of becoming a teacher are evidenced. These positive social links are reported to enhance professional development, feelings of emotional support and enhancing confidence as teachers. Access to a safe environment for trainees to share experiences and exchange ideas with peers was found to be one of the most valuable aspects of pre- or in-service Initial Teacher Education.

However, the review also highlights negative factors that influence those becoming FE teachers, including: the role of demanding workloads, performativity, lack of agency and perceived lack of support and/or difficult relationships with some colleagues or managers.

In conclusion, the report presents a series of recommendations to alleviate negative and challenging experiences of those becoming FE teachers.

These findings, and further insights are presented in the report – now available here.