Sense-making amidst reform: FES educators’ perspectives on ITE changes in England

This qualitative study examined the experiences and views of Further Education and Skills (FES) educators and mentors regarding the recent Initial Teacher Education (ITE) reform in England. Conducted between October 2023 and January 2024 across seven colleges in London and the Southeast, the research explored the research participants’ perspectives on the reform’s necessity, particularly the introduction of an apprenticeship curriculum aimed at enhancing consistency and quality of FES ITE. The reform, driven by concerns over the curriculum’s effectiveness in preparing FES teachers for diverse student needs and employer expectations, seeks to elevate the historically overlooked FES sector. Through interviews (n = 8) and questionnaire survey (n = 40) FES teacher educators and mentors, the study revealed low awareness of the reform and significant doubts about its potential impact among the participants who were familiar with the changes. Findings suggest that increased staff awareness and active involvement are crucial for the successful implementation of the new FES ITE curriculum.