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NFSUN - 2011 Linköping Universitet

NFSUN - 2011 Linköping Universitet. Science Teacher’s narratives on motivation and commitment – a story about recruitment and retention Peer S. Daugbjerg, Lecturer VIA UC, DK, ( pd@viauc.dk ) Ph . D. student, AAU, DK, dep . for learning. Background (at start in 2008) .

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NFSUN - 2011 Linköping Universitet

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  1. NFSUN - 2011Linköping Universitet Science Teacher’s narratives on motivation and commitment – a story about recruitment and retention Peer S. Daugbjerg, LecturerVIA UC, DK, (pd@viauc.dk) Ph. D. student, AAU, DK, dep. for learning

  2. Background(at start in 2008) • Decliningrecruitment • Teachereducation (slowlyincreasing in DK since 2009) • Science teachingsubjectstudies (slightlyhigherpercentage) • Low retention • Newlytrainedteachers (still a problem) • Science teacher (still a problem) Such data is wellknown (3 danish studies: Lars Lindhardt, Martin Bayer, DLF) • Nobody (to myknowledge) has askedactive and experienced science teachersabouttheir: • Motivation to start as science teachers • Commitment to teachscience

  3. Research interest • Tell a positive story of spite and stamina in an era of teacherdeprofessionalisation. • Inspired by Susan Robertson • The interactionbetweenlife and work of science teachers. • Inspired by Goodson and Bourdieu • White waterKayaking the everyday in the classroom • According to Wolf-Michael Roth • Supertankering the fundamental values and ideas of school and everydaylife • According to Løgstrup as read by Daugbjerg

  4. Swedish research onteacherstudents motivation (Persson, 2009)

  5. Commitment and motivation lex. VITAE, UK (Variations in Teacher’sWork, Lives and Effectiveness, Day et al 2007) • Two types of retention uncovered: • Physicalcontinuation • Sustainedcommitment and motivation • Teachersense of identityeffectstheircommitment. • Commitment has effectonteachereffectivenessmeasured by pupil achievements. • Commitment and motivation is affected by both professional and private conditions. • Primaryschoolteachers (1. – 6. grade) maintaintheircommitmentbetter.

  6. Teachercontributions in my research Stories and narrationson • Earlyyears, birthplace and parents • Youth and schooling • Education and occupation prior to teaching • Teachereducation • Spouse, children and spare time • Teacherwork and development Supplemented by observations, study plans, studymaterials, inservicestrainingassignments, yeargroup data.

  7. Science teachernarrators.

  8. Motivation and commitment of Jane (born 1954, teacher 1978) • “After high school I wanted to be either ballet dancer or game biologist, in teacher education I could get a bit of both.” “The teacher college wasn’t that far away, I had a sick mother at that time. • “I loved helping at my uncle’s farm.” “Our holidays were fishing trips” “It was obvious for me to choose biology as a subject for teaching, biology has been THE line for me” • “This lake is a little diamond, it but needs restoration not to become choked. “ “You should be able to fish [water insects] in it.”

  9. Motivation and commitment of Linda (born 1956, teacher 1998) • ”… then I waselected union representative at the chinafactory, … thenyoushouldteachlabourmarketrights, where and how the agreement and labourmarketcourt and all suchstuff.” • ”thenhe [a teacher] wakens the interest for science in me, becausehewasthis, hewasappriciative og hecouldmake jokes withus.” • ”I watch science programmes not soaps.” • ”science follows as a matter of course, youshallknowsomething and all canlearn it, have I said to them [the pupils] and I try to make it ordinary”

  10. Motivation and commitment of Tove (born 1975, teacher 2001) • “From 1st to 6th grade I had a male class teacher he was so nice, a very good male newly educated teacher.” “What he gave us I also wanted to give someone someday” • “I had the nerdest nerd in biology in high school, but he was very funny, he had a good approach to biology ... very good at making images in our heads” • “I want to have a positive influence on the young people” “My attitude is that it is half subject matter half social worker, because we shall have whole humans out of it.” “I’m developing a curriculum for the sex education at my school.”

  11. Motivation for science teachereducation • Causes for becoming a teacher: • Beingwithchildren, do good for others, socially acceptable choice of profession • Two types of recruitmentpatterns • Firstchoiceeducation (direct og delayed) • Careerchangers • Causes for choosing science subjects: • Goodscience teachers in highschool, unfortunateexperienceswithmothertongueteachers (danish), participation in nature investigation as young, upbringinginfluenced by nature, outdoorlife and farming

  12. Commitment to science teaching • Causes for being a science teacher, elements in retention and resilience: • Opportunityto followyouthclosely, goodcolleagues, disseminate science • Developstudy plans in health and sex educationor a science track • Restoreorcare for green space/nature • Make science ordinary • PRE-teacher-educationexperience of science and nature is carriedunchangedthroughteachereducationintoteachingpractice

  13. Questions to the audience • Are the motivesrecognizable? • Is the commitmentrecognized? • Whats the significance of the stories for the recruitment of science teachers? • Whats the significance of thesestories for the rentention of science teachers? • Whats the significance of thesestories for in-servicetraining?

  14. SOME of the problems of lifehistory and narrative research • The academictextstringlogiccanbe a trap whenyouwant to start a dialoguewithteachers , teacher students, teachereducators and politicians • Justificationcomesthrough the saturation of the individualstories not the numbers of stories • Narrative research qualifies the statement of new research questions

  15. Nordic mythology • The 3 nornes spin/veawes the lifethreads • Nodes marks life events • Textstringlogic

  16. Chronotopos Bahktinarguesthat time and landscape forms a chronotopos (timescape) in stories Dali paintsthis:

  17. Stories as globes • Svend Aage Madsen, a danishauthor, makesinterludes in ”Syv aldres galskab” (seven ages of madness) whereheclaims, that a life/generation story is an attempt to write a globus. • The atlas making problem of communicating the essentiel of the landscape to the mapreader(November et al 2009).

  18. Whats the use of the map • In my synopsis: • Whathelpsyou to understand the life ”landscape/globus” of a teacher? • What is difficult in understanding the life ”landscape/globus” of a teacher? • Wherecan I improvemycommunication/explanation of the teacherslife ”landscape/globus”?

  19. Becoming a science teacher • Motivation and recruitment • Motives and causes for choice of - teachereducation - science subjects • Data: • Teachersnarratingtheirownpast • Yeargroup data

  20. Being a science teacher • Commitment, rentention and resilience • To/In science teaching • Data: • Teachersnarratingtheir present everyday • Classroom observations • Materials, study plans, studymaterial, in-servicetrainingassigments

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