This article examines the circumstances affecting creative teaching and learning within the specific context of English further education (FE)—a sector which has proved to be particularly fertile ground for performativity. Beginning with an analysis of notions of creativity in education and a description of the peculiar history and policy context of FE, the article problematises the relationship between representations of creativity and the current situation of teachers and learners. Drawing on a range of empirical studies and policy analyses, it is argued that FE is increasingly positioned at the ‘lower end’ of a largely class‐based division of post‐compulsory education in England. In such a division, the authors argue, meaningful creativity is difficult to achieve. Within the performative context of FE, attempts to interpret official discourse on creativity may only serve to reproduce and exacerbate existing inequalities in education.

Since 2001 there has been a statutory requirement for teachers in English Further Education (FE) colleges to gain teaching qualifications. However, in marked distinction from other sectors of education, around ninety percent of FE teachers are employed untrained and complete their initial teacher training on a part-time inservice basis. Traditionally, this route has been necessary to attract established vocational practitioners into FE and to enable them to continue earning whilst undertaking their teacher-training. Consequently, staff sustain the dual role of teacher and trainee teacher. This paper explores the dual identities of trainees on inservice FE teacher training courses. It argues that how their two roles interact may cause tensions in their development -shaping and reinforcing a conservative understanding of further education and the role of the FE teacher. IntroductionThe Post-Compulsory Education and Training (PCET) sector in England provides

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