This research explores the introduction of the T-Level curriculum in England, through the narrative of early-career Further Education (FE) practitioners’ and their students’ perspectives Furthermore, the study draws on participants understanding and application of formative questioning and dialogue. T-Levels are novel, with limited research in this emerging field this study contributes to this gap in knowledge. The research adopts a phenomenological approach and employs van Manen’s (2016) methodological framework, which was used to map out each phase of the research and check consistency between phases. Furthermore, the study uses a robust theoretical framework to help contextualise the participants’ lived experience. Using Herman’s et al (1992) Dialogical Self Theory (DST), data has been presented through a multiplicity of I-positions. The prolonged engagement in the field allowed me to capture a shift in participants' perceptions of the T-Level curriculum and uncover the strengths and weaknesses of the T-Level curriculum within two diverse curricula. In this study, the roll-out of T-Levels proved to be problematic, owing to the lack of readiness, uncertainty and familiarity of the T-Level model. Participants and their learners within the Education and Early Years curriculum, had a rich and varied learning experience. In comparison to those within the Health and Health Science curriculum, owing to the block placement model and controversy over exam grades. This research contests the UK government's suggestion to make T-Levels a universal qualification accessible to all learners, rather the curriculum is best suited to more able learners. Throughout the study, participants developed and discovered their dual professional identity, which consistently informed their pedagogical choices. The study highlights that the T-Level curriculum design offered participants multiple opportunities to engage in creative and innovative pedagogical approaches to enhance learning. The blend of classroom and work placement allowed participants to engage learners through theory to practice consolidation, chiefly through questioning and dialogue.
| Date of Award | 9 Apr 2026 |
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| Original language | English |
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| Supervisor | Gwyneth Allatt (Main Supervisor) & Hazel Bryan (Co-Supervisor) |
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