A Review of the Experience of Becoming a Teacher in the English Further Education System

Early career, Initial teacher training and education, Professional development, Professional status and identity, Reports, Stress and wellbeing, Workload and working conditions

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A Review of the Experience of Becoming a Teacher in the English Further Education System

Date: May 2025

Author/s: Hobson, A. J., Maxwell, B., Kápár-Kodácsy, K., Roffey-Barentsen, J., & Orr, K

Keywords: Workforce; recruitment and attrition, professional learning, mentoring, wellbeing, confidence and self-esteem, workload professional autonomy and agency and Professional identity

Summary:

This systematic review synthesises evidence on the experiences of individuals becoming FE teachers in England, examining routes into teaching, induction experiences, and factors affecting early-career development. Key findings highlight the importance of mentoring, collegial support, and manageable workload in shaping positive transitions, while identifying performativity pressures, limited professional autonomy, and wellbeing challenges as significant barriers to recruitment and retention.

Reference: Hobson, A. J., Maxwell, B., Kápár-Kodácsy, K., Roffey-Barentsen, J., & Orr, K. (2025). The experience of becoming a teacher in the English further education sector: A systematic review of evidence. Gatsby Charitable Foundation

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