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ERIC Number: EJ789492
Record Type: Journal
Publication Date: 2002
Pages: 17
Abstractor: Author
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0950-0790
Initial Motivations of Serving Teachers of Secondary Mathematics
Andrews, Paul; Hatch, Gillian
Evaluation and Research in Education, v16 n4 p185-201 2002
This study examines the justifications given by serving teachers of secondary mathematics for their decisions to become teachers. Forty-five teachers, from two regions of England, were interviewed about their professional life histories with one element of the semi-structured schedule including an invitation to colleagues to discuss their motives or justifications for becoming teachers. The analysis revealed five categories of response: people became teachers as a consequence of their experiences of mathematics as learners, a desire to work with people, a sense of inevitability, a serendipitous life-event or a desire or need to change career. These categories are discussed in relation to current thinking on teachers' professional motivation and accord with the generality of available research that relatively few people became teachers for either altruistic or extrinsic reasons, with most citing reasons intrinsic to either mathematics itself or teaching as a profession. Significantly, a substantial number of the justifications offered fell outside the accepted tripartite framework. Some implications for teacher recruitment are considered. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)