This paper explores lenses influencing FE teachers’ professional identity in the UK, using the network of enterprises (NoE). The tool is praised for capturing professional trajectories but criticised for its individual focus. The study examines five lenses (time, passion, professional influence, personal fulfilment, and remuneration), highlighting challenges and opportunities for FE teachers, including undervaluation, role multiplicity, and CPD. This paper applies step three of the NoE, ‘assessing the significance of involvement,’ to illuminate identity formation, foregrounding FE practice’s multiplicity of roles. FE spans vocational pathways, apprenticeships, A-levels, adult and prison education. Foregrounded in systemic pressures, policy shifts, and sector recognition, this research uses qualitative analysis of interviews with nine FE teachers. The study offers practical recommendations for using the NoE to support identity development. It contributes to current debates on workforce development by illustrating how identity underpins professional growth, CPD engagement, and sectoral innovation. © 2025 Association for Research in Post-Compulsory Education.
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