Abstract
The professional status of further education lecturers has been widely debated and contested within the published literature. This article presents the results of a series of semi-structured interviews undertaken with a small sample of college lecturers working within a partner college network in south-west England. Regardless of the level of the higher/further education teaching the lecturers identities remain strongly rooted in their role as teachers and commitment to supporting learners attain their educational ambitions. The lecturers’ identities were in a state of flux due to the dual demands of their employer (the college) and collaborating institution (the university). Their shifting identities may only be mediated through wider recognition being afforded to the role of a higher education lecturer working in a further education college from their managers, universities and supporting bodies. Keywords: professional identity; higher education; further education
DOI
10.1080/13596740903360919
Publication Date
2009-12-16
Publication Title
Research in Post-Compulsory Education
Volume
14
Issue
4
ISSN
1359-6748
Organisational Unit
University of Plymouth
First Page
355
Last Page
368
Recommended Citation
Turner, R., McKenzie, L., & Stone, M. (2009) ''Square peg- round hole': the emerging professional identities of HE in FE lecturersworking in a partner college network in south-west England', Research in Post-Compulsory Education, 14(4), pp. 355-368. Available at: https://doi.org/10.1080/13596740903360919
