Understanding the early experiences of further education teachers
There’s something quietly profound about stepping into a further education (FE) classroom for the first time – not as a student, but as a teacher. It’s a moment marked by hope, responsibility, and often, uncertainty. A new systematic review published by the Gatsby Foundation this month offers an important lens on what that transition into teaching actually feels like, and how it shapes the professional journey of those who choose to teach in the English FE sector.
“The Experience of Becoming a Teacher in the English Further Education Sector” is a meticulous review of ten years’ worth of research (2014–2023). Drawing on a wide base of qualitative and empirical studies, the report traces the emotional, relational, and structural realities of what it means to become a teacher in this diverse, vital part of the education system.
More than pedagogy: the human story of becoming a teacher
At its heart, the report reminds us that becoming a teacher in FE is more than mastering pedagogical theory or behaviour management techniques. It’s a deeply human experience shaped by relationships, values, pressures, and moments of both affirmation and doubt.
Trainee and early-career teachers often describe their entry into FE as a personal “call to teach.” Motivations are rooted in wanting to give back, to help others, and to share their subject passion. Yet this enthusiasm can quickly meet the structural challenges of the system: high workloads, inconsistent support, performative accountability, and an environment where early-career professionals sometimes feel they must prove their competence from day one.
Still, there’s hope woven throughout the findings. What makes the greatest difference? Safe spaces to learn. Supportive mentors. Colleagues who share the journey rather than scrutinise it. When these elements are in place, the experience of becoming a teacher shifts from one of survival to one of growth.
Mentors, models, and moments that matter
One of the strongest themes emerging from the report is the role of relationships, particularly mentoring. When mentors offer both technical guidance and emotional reassurance, trainee teachers feel more confident and resilient. But where mentorship is overly formal, inconsistent, or absent, new teachers report increased feelings of isolation and overwhelm.
Interestingly, the review also explores how trainees learn not only from what they’re told but from what they see. Experienced colleagues act as informal role models (sometimes positive, sometimes no). These day-to-day observations help form a new teacher’s own professional identity. As such, the culture and ethos of the workplace have a lasting influence.
Structural friction: what holds trainees back
While relationships shape the lived experience, systemic issues still loom large. New teachers speak of “performativity” pressures, where success is measured in checklists rather than authentic development. High workloads, variable access to planning time, and limited agency over curriculum choices are recurring barriers.
The report doesn’t lay blame but rather raises thoughtful questions: How can we better scaffold the early years of teaching in FE? How can we preserve the authenticity and motivation that brought people into the profession in the first place?
ETF’s place in the story
Although ETF is not formally acknowledged in the report, it features within the evidence base, specifically in relation to workforce data and the definition of the FE sector. ETF’s longstanding commitment to professional standards, teacher development, and mentoring directly intersects with the report’s findings.
Our work on QTLS and ATS, the development of revised professional standards, and our investment in mentoring frameworks all speak to the very conditions the report identifies as essential: supportive environments, reflective practice, and opportunities for agency and growth.
This report reinforces the value of what we are doing, and the importance of going further.
What this means for us
As ETF continues to shape policy and practice across the FE and Skills sector, this review is a timely reminder that our impact begins with people. That behind every qualification, every lesson, and every standard, there is a person navigating the challenging, emotional, and profoundly important journey of becoming a teacher.
If we want to retain great people in the sector, we must understand their experience of entry, not just their outputs once they’re trained. This report gives us that understanding.
Read the full report: Gatsby Foundation – The Experience of Becoming a Teacher in the English FE Sector (July 2025)