On becoming a secondary science teacher in England: a pilot study

Using data derived from interviews of small groups of secondary school science teachers, this paper offers insights into how they came to enter school teaching. Together with other data drawn from parallel interviews with another small group of secondary school history teachers in the same schools,...

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Bibliographic Details
Published inInternational journal of science education Vol. 20; no. 7; pp. 873 - 881
Main Author Jenkins, E.W
Format Journal Article
LanguageEnglish
Published London Taylor & Francis Group 01.08.1998
Taylor & Francis
Subjects
Berufswahl
Bildungsgeschichte
Career Choice
Curriculum subjects: programmes and methods
Decision Making
Educational sciences
England
Exact and natural sciences
Foreign Countries
Lehrer
Physikunterricht
Science Teachers
Secondary Education
Teacher Attitudes
Teacher Motivation
Teaching methods
Theory Practice Relationship
United Kingdom (England)
Great Britain
Teacher Profession
Teaching Aptitude
Secondary Education
Teaching Perception
Occupational choice
Science Education
Teachers training
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Summary:Using data derived from interviews of small groups of secondary school science teachers, this paper offers insights into how they came to enter school teaching. Together with other data drawn from parallel interviews with another small group of secondary school history teachers in the same schools, conducted initially for comparative purposes, the paper suggests that, in both cases, the decision to teach is the outcome of a number of unpredictable and contingent factors, rather than a response to a sense of vocation or any initial long-term commitment to the profession. The implications of these findings for theoretical approaches to understanding career choice and for teacher recruitment are briefly explored. (Autorenreferat).
ISSN:0950-0693
1464-5289
DOI:10.1080/0950069980200708