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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Center for Educational Policy Studies Journal

ISSN

1855-9719

e-ISSN

2232-2647

Svazek periodika

15

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

SI - Slovinská republika

Počet stran výsledku

23

Strana od-do

13-35

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105026883605