Relationship between PCK/SKfT development and

2.6.1 Influence of prior experience

At its inception GTP candidates were typically mature and already known to their schools. The introduction of the training salary and removal of the 24-years minimum age limit however altered the GT profile. The work of Priyardharshini and Robinson (2003) in identifying six main types of career changer entering teaching is helpful in analysing this as it draws distinctions between the types of experiences GTs drew on when training (e.g. Griffiths, 2011). Table 2.2 outlines these categories.

Table 2.2 Six types of career changer

Category Definition

‘Parent’ Those who referred to as being a ‘parent’ as their most recent experience prior to training

‘Successful

careerist’ Professionals who had been successful in a career followed since university ‘Freelancer’ Those who had followed a single career often employed on

short-term contracts

‘The late starter’ Those who had left school and entered employment with few or no qualifications choosing to enter higher education at a later stage

‘ Serial careerist’ Those who had already achieved in a number of short term successful careers

‘Young career changer’

Those who had chosen a career immediately after university which did not suit them or had taken on temporary roles whilst deciding on a career

Source: Priyardharshini and Robinson (2003 p.98 -100)

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The GTP best suited mature candidates with prior work experience especially in schools and who needed to earn whilst training (e.g. Smith and McLay, 2007). Dunne (2005) found that that the successful GT was “resourceful”, “independent”, “extremely hard- working”, “confident” (p.12). Griffiths (2011) reported that a GT needed to be “…a particular kind of person to survive the GTP and succeed…” (p.26)

GTs have a well-developed sense of agency (e.g. Mead, 2007; Griffiths, 2007; Smith and Hodson, 2010). Smith and Hodson (2010) stressed how GTs’ disposition enabled them to maximise informal learning opportunities. Learning orientation was also significant in how they utilised their training inputs. Hobson (2003) identified three learning types, firstly the ‘proceduralist apprentice’ who wanted to be given procedures and strategies to use in the classroom “…but is not too interested in why.” (p.252) The second type of ‘understanding-oriented learner’ additionally wanted to develop a critical understanding of practice. The third type, the education-oriented apprentice’ was “something of a hybrid” (p.254). They were mainly concerned with practical classroom strategies but felt they should also acquire some ‘background knowledge’ about

teaching and education because of either its intrinsic or extrinsic value.

2.6.2 Teacher identity

The significance teacher identity development is often referred to (e.g. Clandinin, 1986, 1992; Korthagen et al., 2001) and is a strong theme within GTP research (Hobson et al., 2008; Smith and Hodson, 2010; Griffiths, 2011). Both Hobson et al. and Smith and Hodson found that identity formation happened sooner than on traditional routes as GTs were treated like members of staff from the outset. Griffiths’ interviewees talked of the significance of teacher “self-identity” in their development, making their transition to NQT “smooth and relatively easy” (p.25). This contrasted with trainees on traditional routes who felt that their teacher identity would not be established until they became NQTs. Griffiths also commented how a sense of belonging to the school maximised informal learning opportunities as it was easier to ask questions and engage in observation. Evans et al. (2008) talked of GTs’ ‘knowledge of self’ in respect of

PCK/SKfT development and how they described a deepening sense of identity through the process of training and progressing children’s learning.

its detrimental impact on learning. This was stressed by Wenger (2010) and echoed elsewhere (e.g. Smilie, 2001; Schlager and Fusco 2003). Schlager and Fusco whose research explored teachers’ CPD talked of dysfunctional communities of practice where schools’ norms and values have proved barriers to professional development.

2.7 Summary and research focus

2.7.1 Summary

In common with other countries England shares problems of teacher quality and undersupply of mathematics and science teachers and has undertaken ITT reforms to address this. Part of the reform has been to make ITT more school-based and introduce alternative ITT routes such as the GTP. However PCK/SKfT development within the GTP was found to be wanting.

Shulman’s original model of PCK has been reviewed many times but there does not appear to be any established models for delivering PCK within ITT. Within many models teaching orientation emerged as an important but contested element often inappropriately applied to individual PSTs and qualified teachers. The creation of the TDA’s own framework designed to develop PCK/SKfT drew on Shulman’s and other PCK/SKfT models and was largely aimed at EBITTs

Very little is known about the curricula of the GTP, the elements through which

PCK/SKfT was delivered, how far the TDA’s framework was utilised and how training addressed PCK. So far only Evans, et al. (2008) has looked specifically at PCK/SKfT within the GTP but did not report on the training curricula.

Previous research also acknowledged its limitations: Hobson et al. (2008) whose findings were based solely on trainee accounts felt this may “tell only one part of the story” (p.419); Smith and McLay (2007) acknowledged that omitting to ask GTs why they selected that GTP meant that “Its suitability for career changers is therefore untested in this study.” (p.45). Evans et al. found they obtained limited data from final assessor evaluations regarding how PCK/SKfT development was supported.

Thus there is a gap in the knowledge regarding the different elements of employment- based ITT which developed PCK/SKfT. In particular: what central training comprised;

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what other resources and support were provided by the EBITT; the working relationship between the mentor and mentee and other training in school. This was the focus for this study through which I hoped to make a contribution to the empirical field of

employment-based ITT.

2.7.2 Research focus

This research was to focus on the rationale and elements of PCK/SKfT provision. I was interested to see whether integrative or transformative models were used and how far practical theorizing was employed within PCK/SKfT development; the role of mentors in PCK/SKfT development and the approaches used to support their GTs and the impact that GTs’ individual disposition and prior experience had on their PCK/SKfT

development especially the impact of sense of self on teaching orientation. To address these gaps in knowledge of mathematics and science GTP PCK/SKfT development and underlying issues I posed one main research question:

How did mathematics and science Graduate Teachers acquire subject knowledge for teaching and what were the factors that influenced this?

Underlying this question were three sub-questions:

 What was the rationale for EBITT’s PCK/SKfT provision?

 What was the relationship between GTs’ beliefs/prior experience and PCK/SKfT development?

Chapter Three

Methodology

This chapter explains my research methodology and falls into nine sections: research approach; methodology for data collection; sample selection; data collection through semi-structured interviews; data collection via examination of EBITT documents; data collection though observation of EBITT training; my role as researcher; ethical

considerations and data analysis.