'You Need to Be Built Differently for a Re-Sit Class': Further Education English Teachers' Views of the GCSE Re-Sit and Its Influence on Their Professionalism

Autor/inn/en	Howard Scott; Lewis Shields; Joanne Bowser-Angermann; Elizabeth Draper
Titel	'You Need to Be Built Differently for a Re-Sit Class': Further Education English Teachers' Views of the GCSE Re-Sit and Its Influence on Their Professionalism
Quelle	In: Research in Post-Compulsory Education, 30 (2025) 3, S. 536-558Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howard Scott) ORCID (Joanne Bowser-Angermann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2025.2522550
Schlagwörter	Forschungsbericht; Adult Educators; English Teachers; Professionalism; Teacher Attitudes; Exit Examinations; Educational Change; Foreign Countries; Barriers; Creative Teaching; Instructional Innovation; Teacher Motivation; Faculty Development; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Professionalität; Lehrerverhalten; Final examination; Abschlussprüfung; Bildungsreform; Ausland; Creative thinking; Teaching; Kreatives Denken; Unterricht; Educational Innovation; Bildungsinnovation
Abstract	This empirical study investigates teachers' attitudes toward teaching the English GCSE re-sit qualification in post-compulsory education and its impact on their professionalism. It situates the work within the context of England's 2011 English education reforms and ongoing concerns with the qualification. The study examines how 72 lecturers navigate challenges and develop professional agency. Findings reveal that institutions offering greater support tend to foster professional growth. Many educators experience frustration due to limited freedom to innovate, inadequate recognition, and lack of professional development. Yet, some practitioners report that teaching the re-sit enhances their professional skills. Open responses show that despite systemic constraints, further education teachers often demonstrate adaptability and retain some curriculum autonomy. The research highlights the value of their role, even when not fully supported by their institutions. It calls for systemic change to better support teacher agency, encourage collaboration, and redesign the qualification to meet contemporary literacy needs. The study contributes to debates on literacy education reform and teacher autonomy, recommending enhanced support and collective action among subject specialists to strengthen the effectiveness and satisfaction of teaching in this complex area. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/10