A Comparison of TVET Teachers and Teacher Educators’ Professional Identities

This chapter uses the empirical data from the two monographs (Loo in Further education, professional and occupational pedagogy: knowledge and experiences. Routledge, Abingdon, 2019; Loo in Professional development of teacher educators in further education: pathways, knowledge, identities, and vocationalism. Routledge, Abingdon, 2020) on further education (FE) teachers, a systematic review of literature on professional identities in the further education sector and teacher educators to re-analyse the investigation of FE teachers/deliverers and teacher educators’ professional identities. The findings will provide a deep thematic understanding and knowledge of these two professional identities. The themes include similarities and differences between the two educationists. Regarding similarities, the themes cover social constructions, emotional constructions, student–teacher identities, and tacit pedagogies. The differences include policies, politics and institutions; cultural factors; and modelling, research and profession under construction. Its findings offer the relevant stakeholders, such as teacher educators (from FE and compulsory education sectors), curriculum developers and managers, policymakers, and researchers, much-needed knowledge on this neglected aspect of these educationists.