Choosing to Teach: Social class and progression onto teacher training in Yorkshire

选择教学：约克郡的社会阶层和教师培训进展

• 批准号: 2435336
• 金额: --
• 依托单位: University of York
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2435336
• 关键词: Choosing; Teach; Social; class; progression

My proposed research explores the relationship between social class and trainee teachers' decisions to teach and their choice of training route. Recent research into social class has moved away from occupational measures of stratification and into classification through grouping individuals with similar social networks, finances, hobbies, and interests. Therefore, this suggests that teachers are not a homogenous group confined to one particular social class. Furthermore, previous research suggests that social class has moved from the traditional classification of 'upper', 'middle' and 'working' class to an expansion and fragmentation of the middle class. Consequently, this research would explore this new model of social class and the decision-making processes of individuals from differing middle classes.A case study approach to trainee teachers within Yorkshire is proposed. This location has a wide subsection of society: there are affluent areas such as York, Harrogate and North Leeds as well as the deprived and government labelled education opportunity areas of Bradford, Doncaster, and the North Yorkshire Coast.Research question one: What social class are trainee teachers?Previous literature which discusses the social class of trainee teachers, as well as the pupils they teach, uses the restricted dichotomy of middle-class and working-class. Teachers are represented within the cohesive middle class and are juxtaposed with their working-class pupils. The use of a dichotomy restricts a sophisticated understanding of social class and progression onto teaching. Similarly, these studies ignore the internal hierarchy of the Russell Group. Furthermore, these studies do not account for how 'working-class' pupils become trainee 'middle-class' teachers. There is no national centralised storage of postgraduate student characteristics. Therefore, before proposed interviews, participants would complete a questionnaire which would place them within a social class. Then, within the interviews, the sample would be asked to describe their social class in their own words. Participants would be told their class result from the questionnaire. This result would be discussed in relation to their thoughts and experience of class and teacher training. This data would be used to answer research questions two and three.Research question two: Why train to teach? Research question three: Is there a relationship between social class, reasons for teaching and teacher training providers?This study would employ concepts surrounding trainee teachers' finances, social network, hobbies, interests, family background and upbringing to analyse their decision to teach and choice of their training route. This would build upon previous studies which implicitly refer to these concepts and choice of teacher training. Within the interviews, after discussing their social class identity, reasons for entering teaching and their route would be discussed. This study would quantitatively and qualitatively analyseparticipants' social class, their training route, and their reasons for teaching. A Chi-Square would be conducted to test statistical significance between social class and routes into teaching. Participants' qualitative answers would be grouped by social class and each thematically analysed.This research would be useful for both teacher training providers and academia. Firstly, this research would give teacher training providers an insight into the reasons why trainees choose [or do not choose] their route into teaching. It would also provide them with a demographic of what type of trainee they are attracting and why. Secondly, within academia, literature surrounding social class and participation in higher education is often focused upon entrance to undergraduate courses.Some studies have discussed the link between social class and teacher training, but this is limited to traditional classifications of social class.

本研究旨在探讨社会阶层与实习教师的教学决策及培训路径选择之间的关系。最近对社会阶层的研究已经从职业的分层措施转向通过将具有相似社交网络、财务状况、爱好和兴趣的个人分组来进行分类。因此，这表明教师不是一个局限于某一特定社会阶层的同质群体。此外，先前的研究表明，社会阶层已经从传统的“上层”，“中层”和“工人”阶级的分类转向中产阶级的扩大和分裂。因此，本研究将探讨这一新的社会阶层模型和不同中产阶级个体的决策过程。这个地方有一个广泛的社会分区：有富裕的地区，如约克，哈罗盖特和北利兹，以及贫困和政府标记的教育机会地区的布拉德福德，唐卡斯特，和北约克郡海岸。研究问题一：什么社会阶层是实习教师？以前的文献讨论实习教师的社会阶层，以及他们教的学生，使用中产阶级和工人阶级的限制二分法。教师在有凝聚力的中产阶级中有代表性，并与工人阶级的学生并列。二分法的使用限制了对社会阶级的复杂理解和对教学的进展。同样，这些研究忽略了罗素集团的内部等级制度。此外，这些研究并没有说明“工人阶级”的学生如何成为“中产阶级”的实习教师。没有全国性的研究生特征集中存储。因此，在拟议的访谈之前，参与者将完成一份问卷，将他们置于一个社会阶层。然后，在采访中，样本将被要求用自己的话描述他们的社会阶层。参加者将从问卷中得知他们的班级结果。这一结果将与他们的课堂和教师培训的思想和经验进行讨论。这些数据将被用来回答研究问题二和三。研究问题二：为什么要培训教师？研究问题三：社会阶层、教学原因与师资培训机构之间是否存在关系？本研究将从实习教师的经济状况、社会网络、兴趣爱好、家庭背景和成长环境等方面，分析他们对教学的决定和培训途径的选择。这将建立在以前的研究，其中含蓄地提到这些概念和教师培训的选择。在访谈中，在讨论他们的社会阶层身份之后，将讨论他们进入教学的原因和路线。本研究将从定量与定性的角度，分析分离主义者的社会阶层、培养途径、教学原因。将进行卡方检验，以检验社会阶层和教学路线之间的统计显著性。参与者的定性回答将按社会阶层进行分组，并按主题进行分析。这项研究对教师培训机构和学术界都有帮助。首先，这项研究将使教师培训提供者深入了解受训者选择[或不选择]教学路线的原因。它还将为他们提供一个人口统计数据，说明他们吸引了什么类型的受训者以及为什么。第二，在学术界，关于社会阶层和高等教育参与的文献往往集中在大学入学时。一些研究讨论了社会阶层和教师培训之间的联系，但这仅限于传统的社会阶层分类。