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

本研究主要关注中学英语初任教师的经历，以及PGCE环境的选择如何影响他们作为实践者的发展。研究项目的标题暗指帕姆格罗斯曼的开创性著作“教师的制作”（1990年），她建议，“教师教育可以提供一个框架，塑造什么样的开始教师随后从经验中学习。p111.内在的前提是从经验中学习和理论研究的相关性之间的紧张关系，格罗斯曼在后来的作品中进一步发展了这一思想，倡导教师培训的实践方法。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强调实用性。围绕大学教学培训的政治话语几乎不重视大学的作用，强调理论教学与学校更实际应用的分离，“教学是一门手艺，最好是作为学徒学习。（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。本研究旨在阐明大学和学校为基础的初始教师培训中学习和教学实践的不同方法。深入了解大学和学校的PGCE设置的文化的发展可以帮助告知未来的政策决定围绕初始教师教育的性质和位置以及大学和学校之间的关系。定性研究中的民族志旨在提供日常生活和实践的深入描述。有时被称为“厚描述”（Geertz 1973），重点是参与者的故事，并从主位的角度收集。Rampton（2007）强调了在“我们自己的后院了解不断变化的文化含义，实践和变化”的必要性，这是PGCE课程的“后院”，这项研究打算看看。对课程数量或与教师教育者的对话进行定量分析，并不足以接近初任教师的实际经验;这是一个可以通过人种志实现的目标。正如海勒（2008）评论的那样，“人种志使我们能够了解我们永远无法发现的事情。它们让我们看到复杂性和联系。”（引用自Copeland & Creece 2016）。正是这种复杂性，拟议的研究的目的是访问，结合访谈和参与观察的具体科目的教师教育课程与课堂实践的观察。正如布里茨曼（1995; 2003）所断言的，民族志不仅仅是“捕捉已经存在的真实的”，而是要构建“特定版本的真理”，读者在其中有投入，并将被拉向“新的方向”。“阐明PGCE课程学习的性质有可能将政策拉到'新的方向'，深入了解不同培训环境的文化如何运作，而不是专注于政治上的权宜之计。Tatto等人（2016年）在描述国际教师教育的“蓬勃变革时期”时指出，“需要进行更多的研究，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.这项研究解决了这一问题，并选择了民族志方法，确保重点是深而不是浅，并在现实中经历了新的教师接地。

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.