Despite its vital role in preparing further education (FE) teachers to work across diverse academic and vocational subjects in a characteristically complex sector, FE-based initial teacher education (ITE) remains under-researched. This thesis examines how pre-service trainees learn to teach their subject on an ITE programme delivered within a general further education college (FEC) and in partnership with a university. It explores how learning to teach unfolds across different spaces within the programme, the practices that support trainees’ development, what shapes those practices, and how those involved work together in this process. The study adopts a practice theory stance, approaching learning as embedded in and inseparable from practices that are shaped by their environment and other practitioners. A qualitative single case study enabled an in-depth exploration of one FE-based ITE programme in the North of England. Data generation included a focus group interview with six trainees, five individual interviews with trainees and teacher educators, and three observed and audio-recorded teaching sessions. Course documents were also reviewed to contextualise findings. Data were analysed using a reflexive thematic approach underpinned by the theory of practice architectures to identify patterns of salient practices. The findings suggest that trainees’ most significant learning occurs through the lens of their practicum experiences, with observation and adaptation of practices as key mechanisms. Teacher educator and mentor support appears both critical and mediated by the nature of the trainee-mentor relationships trainees can secure. Trainees’ engagement with theoretical perspectives appears limited, reflecting conceptions of ‘theory and practice,’ the position of ‘theory’ within the curriculum, and the resource pressures of the FE sector. This study extends understanding of FE-based ITE by foregrounding trainees’ perspectives and revealing the interconnectedness of trainee teacher educator and mentor practices.
| Date of Award | 10 Mar 2026 |
|---|
| Original language | English |
|---|
| Supervisor | Rachel Terry (Main Supervisor) & David Powell (Co-Supervisor) |
|---|