dc.description.abstract | This is a case study of seven men training to be secondary English teachers on a one
year Postgraduate Certificate of Education (PGCE) in a. university department of
education. Men training to be English teachers are worthy of investigation because
men are in a minority both on PGCE secondary English courses and in English
departments in schools in England. As more women than men teach English in
secondary schools, initial training takes place in predominantly female English
departments and school mentors are more likely to be female. Within this statistical
context, this qualitative study attempts to understand what happens to a group of men
during their initial training as they enter part of the education profession that is
predominantly female. Men's socialisation and processes of adaptation have been
widely researched in the predominantly female areas of early years and primary
education, but have been hitherto overlooked in the secondary sector, in spite of the
perception of the feminisation of the subject of English.
In the study, female mentors are shown to possess gendered stereotypical
expectations of male trainees regarding their ability to work hard, organise
paperwork, plan effectively and exert forceful power. With limited access to other
male English teachers, the male trainees resist the classroom management strategies
they observe, preferring to be `comfortable', `laid back' and `jokey'. They develop
more gentle teaching styles and personae that they see as appropriate for male
teachers working with teenagers. Their relationship with the subject of English also
shifts as they reject the new emphasis on functional literacy and embrace the literature
components of the English curriculum, which are more familiar to them.
Their experience of training forces the men to reconsider their masculinities and to
renegotiate relationships with colleagues, pupils and the subject of English. The
analysis of the interrelationship between the three areas of masculinities, initial
teacher development and the subject of English reveals deeper knowledge of each.
Within the richness of the findings, the interconnections between the three areas are
explored and a unique body of knowledge about male English teachers during their
training is revealed. | en_US |