The Factors Influencing the Process of Deciding Whether to Become a Computer Science Teacher

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43910211" target="_blank" >RIV/60076658:12410/25:43910211 - isvavai.cz</a>

Result on the web

<a href="https://cepsj.si/index.php/cepsj/article/view/2109" target="_blank" >https://cepsj.si/index.php/cepsj/article/view/2109</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.26529/cepsj.2109" target="_blank" >10.26529/cepsj.2109</a>

Result language

angličtina

Original language name

The Factors Influencing the Process of Deciding Whether to Become a Computer Science Teacher

Original language description

Choosing a future profession is an important step in life, and the decision to become a teacher is widely discussed in the literature. However, pre-service computer science teachers hold a unique position, as they are highly employable in the information technology job market, and this may have an impact on the decision to choose teaching as a career. The present research aims to clarify the decision-making process of becoming a computer science teacher and the factors that influence it. The qualitative research inspired by the constructivist grounded theory involved semi-structured interviews with 18 first-year pre-service computer science teachers. Through a questionnaire developed for this sample, the findings from the qualitative research were quantitatively verified on 69 respondents. The key choice is whether to become a teacher. Pre-service teachers are motivated by external factors (length of holidays, job stability, flexibility and salary) and the desire to work with children. In contrast, they are demotivated by the negatives of being a teacher, particularly by concerns about pupils (especially their behaviour) and parents. After deciding to study teaching, pre-service teachers need to make a decision about their specialisation. This is influenced by the high school they attended, their relationship to computer science, their former teachers, strategic reasons (believing this specialisation to be an easy way of getting the degree or a job after graduation), gender stereotypes (especially among women), and their expectations about teacher education in computer science.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Center for Educational Policy Studies Journal

ISSN

1855-9719

e-ISSN

2232-2647

Volume of the periodical

15

Issue of the periodical within the volume

4

Country of publishing house

SI - SLOVENIA

Number of pages

23

Pages from-to

13-35

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-105026883605