ABSTRACT
Teaching is viewed as an important educational activity from national and international perspectives. The significance of teaching practices suggests a relationship between teachers’ work and their professional identity. This aim of this chapter is to use the systematic literature review approach to study the professional identities in the further education sector. This sector in England offers distinct perspectives of education compared to the other education sectors. It includes diverse teaching settings (Education and Training Foundation, 2014). It offers learners additional educational chances, and a significant percentage of work-related or vocational provisions. Over 70 percent of the programmes are work related (Frontier Economics Limited, 2016, Table 17), based on the estimated number of teachers (total of 35, 438) for the academic year 2014–2015 in the subject listing. By implication, the deliverers/lecturers/teachers will have the requisite vocational/occupational experiences. This study examines the vocational dimension using the two research questions:
What are the characteristics of the sector’s professional selves/identities?
To what extent has the vocational dimension been included and, if so, in what forms?
Twenty-nine publications relating to FE and identities were identified. These publications were textually analysed concerning the two research questions. The findings include the varying nature of defining identities in the sector and the emotional, psychological, structural, policy-related and contextual factors that impact this area. The findings regarding the second question might be categorised into three types: insignificant reference to vocational education and training, minor significance and major significance. Of the last category, only eight studies were identified despite the importance and predominance of vocational education and training in the sector. Of these eight studies, four were studies outside the UK in Australia, Finland and New Zealand. Finally, the contributions and implications of this study were delineated.