‘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

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.

Citation

Scott, H., Shields, L., Bowser-Angermann, J. and Draper, E. (2025) ‘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. Research in Post Compulsory Education, 30(3), pp. 536-558.

Type

Journal article

Language

en

Description

© 2025 The Authors. Published by Taylor & Francis. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1080/13596748.2025.2522550

ISSN

1359-6748

EISSN

1747-5112

Collections

Faculty of Education, Health and Wellbeing