The Motivation and Identity Challenges for PhD Holders in the Transition to Science and Mathematics Teaching in Secondary Education: A Pilot Study

Autor/inn/en	Whannell, Robert; Allen, Bill
Titel	The Motivation and Identity Challenges for PhD Holders in the Transition to Science and Mathematics Teaching in Secondary Education: A Pilot Study
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 12, Artikel 6 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Longitudinal Studies; Doctoral Degrees; Qualifications; Universities; Semi Structured Interviews; Secondary Education; Student Motivation; Graduate Students; Graduate Study; Career Change; Professional Identity; Money Management; Income; Teacher Shortage; Mathematics Education; Mathematics Teachers; Science Teachers; Science Education; Profiles; Teacher Characteristics; Family Influence; Australia + Suchen Sie Ihr Suchwort? Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Doctoral degree; Doktorgrad; Qualifikation; Qualifikationsstufe; University; Universität; Sekundarbereich; Schulische Motivation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Career changes; Berufswechsel; Einkommen; Lehrermangel; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Naturwissenschaftliche Bildung; Charakterisierung; Profilanalyse; Australien
Abstract	Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges associated with the transition. The principle findings were that all but one of the participants had considered secondary teaching as a career option for an extended period that, for some, had predated their PhD study. Those participants who had engaged in postdoctoral study reported substantial professional identity challenges associated with the change in career. Financial security considerations figured strongly in the decisions to initiate the transition to secondary teaching. The opportunities for further research identified by the pilot study are discussed. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10