David Spend love, Amanda Barton, Fiona Haslett and Damien Short

Abstract：In 2009, the General Teaching Council for England (GTCE) introduced a revised Code of Conduct and Practice (2009) for registered teachers. The code also applies to all trainee teachers who are provisionally registered with the GTCE and who could be liable to a charge of misconduct during their periods of teaching practice. This paper presents the results of a small-scale piece of research that utilizes Q-methodology to ascertain trainee teacher alignment with the code. Our research concludes that trainee teachers in the sample have a high degree of homogeneity in relation to prioritizing specific areas of the code, namely those pertaining to ethical behaviors. They do not priorities those areas of the code relating to classroom-based skills which they have yet to develop. The paper questions the efficacy of a code which represents an aggregate of a code of conduct, a code of ethics and a set of standards for practice.

Key words：Code of Conduct; General Teaching Council; Q-methodology; teacher identity; trainee teachers

总  结：在试图找出如何培训教师的赞同代码行为不端行为的“列表的例子，它被发现从该研究者表示，一个高度同质的群体可以优先考虑未分化的过犯非常相似的方式。他们的程度同质化是令人吃惊的，尤其是考虑到这样一个多元化的时代，文化和学科背景然而，学员已通过严格的大学自我选择的过滤过程中教师对他们的到来路线培训。这可能表明，严格的，显式和隐式评估程序在选拔和面试是强大的，引人注目的性质教学是教师在吸引潜在具有显著的过滤效果的信念和价值观，体现职业。因此而的意图是有价值的，而不是通过促进加强行业一个值的集合，他们的目标往往是无效的更加突出他们承担的纪律处分。

出处：《European Journal of Teacher Education》No. 4, November 2012, 449–462