One step forward, two steps back? The professionalisation of further education teachers in England

Abstract

This paper draws upon two research projects to evaluate a decade of reform concerning the professionalisation of further education teachers, and discusses future prospects under the new coalition government. It suggests that policy initiatives to regulate further education (FE) teachers have taken place within an industrial or occupational paradigm of the past that keeps FE separate from the more professional frameworks of schools and higher education. Drawing upon research, the paper also shows that after a decade of reform, successive standards and regulatory frameworks have not brought about national coherence. Rather, it has fragmented the system even further and diverted attention away from addressing more fundamental weaknesses such as developing stronger mentoring and workplace support. In conclusion, the analysis looks to the future, arguing that the threatened revocation of the 2007 regulations, combined with the present economic situation facing colleges, will lead to the marketisation of FE initial teacher training. This has profound implications for the quality of provision and the professional status of FE teachers, who seem to be returning to their voluntarist past.