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

本研究旨在探讨社会阶层与实习教师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会网络、经济状况、爱好和兴趣的个人分组来进行分类。因此，这表明教师并不是一个局限于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”、“中产”和“工人”阶级的分类转变为中产阶级的扩张和分裂。因此，本研究将探索这种新的社会阶级模型和来自不同中产阶级的个体的决策过程。在约克郡实习教师的案例研究方法提出。这个地区有广泛的社会分支：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，如布拉德福德、唐卡斯特和北约克郡海岸。研究问题一：实习教师属于哪个社会阶层？以前的文献讨论了实习教师的社会阶层，以及他们所教的学生，使用了中产阶级和工人阶级的限制二分法。教师代表的是有凝聚力的中产阶级，并与他们的工人阶级学生并列。二分法的使用限制了对社会阶级和进步的复杂理解。同样，这些研究忽略了罗素集团的内部等级制度。此外，这些研究并没有解释“工人阶级”的学生如何成为“中产阶级”的实习教师。没有全国统一的研究生特色存储。因此，在拟议的访谈之前，参与者将完成一份调查问卷，将他们置于一个社会阶层。然后，在访谈中，样本将被要求用他们自己的话描述他们的社会阶层。参与者将从问卷中得知他们的课程成绩。这一结果将与他们对课堂和教师培训的想法和经验相联系。这些数据将用于回答研究问题二和问题三。研究问题二：为什么要训练去教书？研究问题三：社会阶层、教学原因和教师培训提供者之间是否存在关系？本研究将采用实习教师的经济状况、社会关系、兴趣爱好、家庭背景和成长背景等概念，分析实习教师的教学决策和培训路径的选择。这将以先前的研究为基础，这些研究含蓄地提到了这些概念和教师培训的选择。在访谈中，在讨论了他们的社会阶级身份之后，会讨论他们进入教学的原因和路径。本研究将定量和定性地分析参与者的社会阶层、培训途径和教学原因。采用卡方检验社会阶层与进入教学途径之间的统计学显著性。参与者的定性回答将按社会阶层分组，并按主题进行分析。这项研究对教师培训机构和学术界都是有益的。首先，本研究将使教师培训提供者深入了解学员选择（或不选择）他们的教学路线的原因。它还将向他们提供他们吸引的培训生类型及其原因的人口统计信息。其次，在学术界，关于社会阶层和高等教育参与的文学作品往往集中在本科课程的入学上。一些研究讨论了社会阶层与教师培训之间的联系，但这仅限于传统的社会阶层分类。

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.