A phenomenological exploration of early career FE practitioners’ perceptions on the use of formative questioning and dialogue within the T-Level curriculum

Abstract

This research explores the introduction of the Technical Level (T-Level) curriculum in England, through the narratives of early-career Further Education (FE) practitioners’ and their students’ perspectives. T-Levels are novel, with limited research in this emerging field. This study contributes to this gap in knowledge. Furthermore, the study draws on participants’ understanding and application of formative questioning and dialogue. The research adopts a phenomenological approach and employs van Manen’s (2016) methodological framework. Using Hermans et al’s (1992) Dialogical Self Theory (DST), data has been presented through a multiplicity of I-positions. In this study, the roll-out of T-Levels proved to be problematic, owing to the lack of readiness, uncertainty and unfamiliarity 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 examination grades. This research contests the UK government’s suggestion to make T-Levels a universal qualification accessible to all learners, arguing instead that the curriculum is best suited to more able learners. The blend of classroom and work placement allowed participants to engage learners through theory to practice consolidation, chiefly through questioning and dialogue.