Signature Pedagogy and Assessment: A Further Education Dual Professional’s Exploration of Teaching Technical Level qualifications in England

This paper outlines the UK government's introduction of Technical Level (T-Level) qualifications. The study focuses on the narrative of an Early-Career Practitioner (ECP) within Further Education (FE). An interpretative phenomenologicalapproach is taken to capture the participants' lived experience.The study draws on the ECP's dual professional status and how this influenced their pedagogical choices.Furthermore, the study illustrates how Shulman's [1] concept of Signature Pedagogy and Pitt and Quinlan's [2] Signature Assessment and Feedback model is evident within different disciplines.Finally, the study documents the ECP teaching journey of the T-Level curriculum in the UK.