Linkedin
Tag: Professional status and identity
Post-16 Education and Skills White Paper – Section 2.1

Summary:

Sets out the government plan to educate and train the workforce of the future and give people the skills and knowledge they need to succeed. Working with businesses, colleges, universities and the wider skills sector and it is guided by their industrial strategy....
Read more and access here>>
A Review of the Experience of Becoming a Teacher in the English Further Education System

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...
Read more and access here>>
Career Motivations and Perceptions of teaching 16–19-year-olds in England and Wales

Summary:

This study explores what motivates 16–19yearolds in England and Wales to consider teaching careers, finding generally low interest—especially among students in technical and STEM fields. It highlights how perceptions of workload, pay, and status deter young people from entering further education teaching....
Read more and access here>>
Supporting Teacher Retention and Career Progression: Fostering Early Career Teacher Self-Efficacy Through Reflective Practice and Professional Development

Summary:

The education landscape in England faces a critical challenge: the significant and sustained attrition of early career teachers (ECTs) and its subsequent impact on education stability. This chapter addresses how reflective practice, and targeted professional development can foster self-efficacy, autonomy, and job satisfaction among ECTs, ultimately improving retention rates and...
Read more and access here>>
Considering the Mystery of Professionalism: Further Education in the UK

Summary:

This paper analyzes the evolving and often contested concept of professionalism within the UK Further Education (FE) sector following the structural changes introduced by the 1992 Further and Higher Education Act. address. It argues that, despite decades of policy reform, teacher recruitment and retention as a contextual challenge linked to...
Read more and access here>>
Teacher Recruitment and Retention Challenges in the Further Education and Skills Sector

Summary:

It analyses global strategies for addressing chronic teacher recruitment and retention shortages within the further education sector, focusing on improving workload management and professional status. Key solutions include shifting from short-term fixes to long-term systemic reforms, such as enhancing pay parity and fostering collaborative professional development....
Read more and access here>>
1970s working conditions in the 2020s: Modernising the professional lives of teachers for the 21st Century

Summary:

The report examines the reasons why so many secondary school teachers and leaders in the state sector leave the profession, and what would encourage them to stay. It focuses particularly on the reasons why there are greater challenges in retaining secondary school teachers rather than primary, and the ways in...
Read more and access here>>
FE Teacher Recruitment and the Landscape of FE

Summary:

The Education and Training Foundation (ETF) report highlights a critical recruitment and retention crisis in the further education sector, particularly for technical and vocational roles. It advocates for a national workforce strategy that supports "dual professionals" by scaling successful initiatives and enhancing career-long support to ensure a resilient, future-ready education...
Read more and access here>>
Teaching as a high-status profession: Improving teacher supply. Recommendations for the education white paper 2022

Summary:

this report presents findings from the investigation carried out by the APPG Teacher supply SIG into the actins needed to support a high-status and sustainable teaching profession. Recommendations include that policy liaison is needed between policymakers and professional bodies to establish coherence and long-term planning for sustaining the profession; there...
Read more and access here>>
(Re)Conceptualising Effective Teaching in Further Edcuation: An Exploratory Study

Summary:

This article examines how teachers and leaders in further education define “effective teaching,” revealing that it extends beyond subject expertise to include adaptability, learner relationships, and reflective practice. It argues that recognising these broader dimensions is vital for improving teacher recruitment, training, and retention in the FE sector....
Read more and access here>>