The Making of Teachers: A study into the differing experiences of PGCE students in university and school based initial teacher training environments.

本研究的重点是中学英语初任教师的经历，以及PGCE环境的选择对他们作为实践者的发展的影响。研究项目的标题引用了帕姆·格罗斯曼(Pam Grossman)1990年出版的开创性著作《教师的造就》(The Making Of A Teacher)，她在书中指出，教师教育可以提供一个框架，塑造初任教师随后从经验中学到的东西。第111页。在这一前提下，内在存在着从经验中学习和理论研究的相关性之间的紧张关系，这是格罗斯曼在后来的著作中进一步发展的思想，主张教师培训中的实用方法。从20世纪90年代的新保守主义政策(Furlong&Maynard，1995)到2010-15年联合政府的改革，英国的国家教育政策越来越注重实际。围绕大学教学培训的政治话语几乎没有重视大学的作用，强调理论教学与学校更实际的应用之间存在明显的分离。他说，教学是一门手艺，当学徒最好……(Gove 2010)。这种“在职”(Cochran-Smith 2005)的教师发展方法优先考虑学校主导的系统，而不是传统的大学教师教育体系。这项研究的目的是阐明大学和学校为基础的初级教师培训中不同的学习和教学实践方法。深入了解以大学和学校为基础的PGCE环境的文化，有助于为未来关于初始师范教育的性质和地点以及大学和学校之间的关系的政策决策提供信息。定性研究中的民族志旨在提供对日常生活和实践的深入描述。有时被称为“深度描述”(Geertz 1973)，重点放在参与者的故事上，并从主位的角度收集。兰普顿(2007)强调了观察“我们自己的后院来理解文化意义、实践和变化”的必要性，这也是本研究打算关注的PGCE课程的“后院”。对课程数量的量化分析或与教师教育工作者的对话不够接近初任教师的实际经历；这是通过民族志可以实现的目标。正如海勒(2008)评论的那样，民族志让我们能够了解我们原本永远不可能发现的东西……它们让我们看到复杂性和联系。(引用于《科普兰与克里斯岛2016》)。正是这种复杂性，本研究的目的是通过访谈和对特定学科的教师教育课程的参与者观察与课堂实践的观察相结合来达到这种复杂性。正如Britzman(1995；2003)所断言的那样，民族志不仅仅是关于“捕捉已经存在的真实”，而是关于构建“特定版本的真相”，读者在其中有投资，并将被拉向“新的方向”。阐明在PGCE课程上学习的本质有可能将政策推向“新方向”，深入了解不同培训环境的文化是如何运作的，而不是专注于政治上的权宜之计。Tatto等人(2016)在描述国际教师教育的“蓬勃变革时期”时指出，“需要更多的研究，为谁应该教书、教师应该在哪里以及如何学习教书等具有挑战性的问题提供创新的答案。”P248。这项研究回应了这一呼吁，选择了人种学方法，确保了重点是深入的，而不是肤浅的，植根于初任教师所经历的现实。

The research focuses on the experiences of secondary English beginning teachers and how the choice of PGCE environment impacts on their development as practitioners. The research project title alludes to Pam Grossman's seminal book 'The Making of a Teacher' (1990) where she suggests that, 'Teacher education can provide a framework that shapes what beginning teachers subsequently learn from experience.' p111. Inherent within this premise is the tension between learning 'from experience' and the relevance of theoretical study, an idea developed further by Grossman in later works that advocate practical methods in teacher training. National education policy in the UK has seen an increased emphasis on the practical, from the neoconservative thinking in policies in the 1990s (Furlong & Maynard, 1995) to the reforms of the 2010-15 Coalition Government. The political discourse around university teaching training has placed little value on the role of universities, emphasising a perceived separation of theoretical instruction from a more practical application in schools, 'teaching is a craft and it is best learnt as an apprentice...' (Gove 2010). This 'on the job' (Cochran-Smith 2005) approach to the development of teachers prioritises school-led systems over the traditional home of teacher education in universities. It is intended that the research will illuminate the differing approaches to learning and teaching practices in university and school-based initial teacher training. The development of in depth understanding of the cultures of both university and school based PGCE settings could help to inform future policy decisions around the nature and location of initial teacher education and the relationship between universities and schools.Ethnography in qualitative research aims to provide an in-depth description of everyday life and practice. Sometimes termed 'thick description' (Geertz 1973) the focus is on the stories of the participants and are gathered from an emic perspective. Rampton (2007) highlights the necessity of looking in 'our own backyard to understand shifting cultural meanings, practices and variations' and it is the 'backyard' of the PGCE course that this research intends to look. Quantitative analysis of programme numbers or conversations with teacher educators does not get close enough to the actual experience of beginning teachers; a goal that is accessible through ethnography. As Heller (2008) comments, 'Ethnographies allow us to get at things we would otherwise never be able to discover.... They allow us to see complexity and connections.' (quoted in Copeland & Creece 2016). It is this complexity that the proposed research aims to access, combining interviews and participant observation of subject specific teacher education sessions with observation of classroom practice. As Britzman (1995; 2003) asserts, ethnography is not simply about 'capturing the real already out there' but is about constructing 'particular versions of truth' in which the reader has an investment and will be pulled in 'new directions.' Illuminating the nature of learning on PGCE courses has the potential to pull policy in 'new directions', developing an in-depth understanding of how the cultures of the different training environments work, rather than focusing on the politically expedient. Describing a 'vigorous period of change' internationally in teacher education, Tatto et al (2016) state, 'More research is needed that provides innovative answers to the challenging questions of who should teach, and where and how should teachers learn to teach.' p248. The research addresses this call and the choice of an ethnographic approach ensures that the focus is deep rather than shallow and grounded in the realities experienced by beginning teachers.