Understanding science majors’ views towards becoming a science teacher in the UK and Canada

In the context of science teacher shortages in both countries, this exchange proposes to use already-collected data to compare and contrast how young people with a specialism in science in both the UK and Canada view the prospect of becoming a science teacher. This comparison will develop understandings of who does, and importantly who does not, want to become a science teacher and why. The results of this comparative analysis will be disseminated via a written research summary, with the potential to prompt future research and policy in this area, in addition to future collaborations between the host and home universities.
I especially look forward to the opportunity to learn from Dr Allison Gonsalves’s world-leading theoretical expertise within the field of science identities. This will inform my ongoing doctoral work into teacher identities, as well as my future research career. As a French speaker, and former French teacher, I also relish the opportunity to develop my French language skills in a professional environment.

Faculty Supervisor:

Allison Gonsalves

Student:

Partner:

University College London

Discipline:

Sociology

Sector:

Education

University:

McGill University

Program: