An exploratory methodological pilot of Likert Scale for Dual Identities as a reflective elicitation tool in further education identity research

Purpose This paper explores the intersection between workforce development and dual professionalism in the UK further education (FE) sector, foregrounding teacher identity as a site of both conflict and transformation. It addresses the under-theorisation of FE practitioners' dual roles, as subject specialists and pedagogues, particularly in the context of recent policy imperatives such as the Skills for Jobs White Paper and the Labour Party’s national missions. Design/methodology/approach The study adopts a qualitative methodology that utilises semi-structured interviews situated in vocational teaching contexts. Drawing on data from a practitioner-led research project, it introduces a new conceptual and practical tool, the Likert Scales for Dual Identities, to map the evolution of FE educator identity. The research investigates how educators negotiate the competing demands of industry relevance and pedagogical excellence. Findings The study provides evidence of ongoing reflective practice and identity transformation among FE practitioners. It reveals how dual professionalism is an adaptive process shaped by shifting landscapes. Educators were found to engage in complex identity work that supports both learner outcomes and broader workforce development agendas. Originality/value This paper offers a practitioner-informed, research-rich model of educator development that challenges dominant narratives portraying FE research as underdeveloped. By integrating identity mapping tools into professional learning, it presents a novel framework for understanding dual professionalism as a lived, reflexive process. The study contributes to theoretical discussions and policy debates by highlighting FE teachers’ unique role in bridging education and employment.