1. Sandra Eady University of Cumbria

2.  Back ground to the study  Context for Masters in Teaching and Learning  Previous research and findings

3.  ‘it is unclear why policy-makers do not seem to have grasped adequately the need to develop greater coherence between initial training, induction and continuing professional development or to have realised that induction is potentially an important in or lynchpin between ITE and CPD. In particular the induction year or its equivalent needs to have more rigour meaning and benefit for the new teacher if satisfaction with their choice of teaching as a career is to be sustained and they are to rise above immediate and pressing demands of the lived experience of beginning teaching to persist in the profession’ ( Totterdell et al 2008)

4.  Stronach’s work suggests that succeeding in the induction year is more complex than simply mastering effective teaching skills but it is about developing a persona as a teacher.  He argues that not only have NQTs got to ‘juggle with economys of performance and ecologies of practice’, but they also have to deal with the ‘emotional chronology’ of becoming a professional, of learning to think, act and feel as one’. Thus the ‘gap between induction and initiation is where teachers invent themselves and find their identity as a teacher’ (Stronach 2009:173).

5.  What benefits do PGCE students perceive Masters level study to have during their PGCE?  Do students feel a ‘Masters’ in Education is a worthwhile pursuit in their early careers as teachers?

6.  Primary PGCE on two NW campuses  Semi structured interviews  Semi structured questionnaire

7.  Linking theory and practice  Increasing subject knowledge  Personal development and self esteem  CPD & career goals

8.  ‘time and writing up’  ‘there is a tension between planning and passing lessons and collecting data for research’  ‘deciding on what to focus was difficult and planning data collection when being assessed’  ‘unnecessary extra work I think, why only get half the credits? Surely it would make sense to just leave it out and give us lectures on planning/assessment/more time on music/art/PE teaching that we actually need?’

9. Professional Development in relation to  becoming a ‘better teacher’  to career enhancement

10. Concerns about Induction  Prioritising workload  Coping and surviving  Prioritising teaching

11.  Reflective (conforming) academics  Career ladder climbers  Independent academics  Classroom technicians

12.  The study suggests that not all students are convinced about the benefits of M level study during and beyond the PGCE  Four attitudes towards M level ITE and CPD emerge  Experiences of M level study in the PGCE may well influence how NQTs perceive the MTL