An interpretive phenomenological analysis of teacher perspectives: How the pandemic impacted digital professional development in FE

Previously referred to as the “neglected middle child” and “Cinderella sector”, further education (FE) in the UK specialises in vocational education and training and has historically been underfunded and under-researched, meaning that any challenges the education sector faces disproportionately affect FE. This study explores how FE teachers perceive the COVID-19 pandemic has impacted their digital professional development. Such analysis is critical for FE, ensuring it can fulfil its potential as a key driver of social mobility and economic development with teachers who have the skills and competencies required for a rapidly evolving digital age. The research focuses on both formal, institution-led professional development and informal self-directed learning approaches as part of teachers’ experiences of professional learning. Interpretative Phenomenological Analysis (IPA) was used, allowing for an in-depth exploration of teacher voice and the unique lived experiences of FE teachers and their digital professional development during and after the pandemic. The study employed an online survey and semi-structured interviews to capture the lived experiences of 11 FE teachers working in different institutions from six UK regions, emphasising the detailed and personal accounts necessary for understanding the phenomenon under investigation. The results show four Group Experiential Themes, referred to as GETs: <i>A critical gap in professional development; Rise in self-directed learning; Emergence of shared practice; and Post-pandemic changes</i>. Key findings highlight the importance of autonomy, accessibility, relevance, and collaboration in digital learning. The pandemic acted as a catalyst for digital upskilling and brought to light the skills gaps that existed in the sector, but also the potential for teachers’ self-directed learning when direction was lacking. Given the rapidly evolving digital landscape, this study highlights the importance of teacher digital professional development and calls for a more tailored and autonomous approach, where blended teaching and adaptable, self-directed digital learning practices are prioritised.