ARRANQUE DE UN VEHÍCULO

The analysis of the data suggested six key conceptual groups that the subject tutors were considering as they interview the potential teachers. To consider the validity of this it was decided to discuss these emerging ideas with two of the subject tutors. A very simple semi structured interview which was audio tape recorded was held

individually with two subject tutors. The tutors were asked if they could articulate what they considered when trying to assess whether the person being interviewed has the potential to become a teacher. They were also asked to reflect on how they collected this information during the interview. (This question was used to ascertain their thoughts before any suggestion of what the researcher had observed). They were then asked to consider the conceptual groups that emerged from the analysis and comment on how important they felt each was for a potential teacher:

• Personal qualities (including the ability to reflect on their own development) • Subject knowledge for teaching

• Enthusiasm for the subject

• Experiences of observing or working with pupils • Knowledge of schools settings

• Knowledge of the teaching profession

They were additionally asked to mark a cross on a continuum where they would expect a potential teacher to be at this stage of interviewing for each of these (Appendix 6d).

From the reflection both the subject tutors gave very similar answers. They explained they would expect the potential teachers to have an understanding of the subject they were going to teach. Subject Tutor P explained that whilst some subject knowledge was important, the understanding of the subject is more important. Subject Tutor Q referred to subject knowledge in terms of educational knowledge of the subject (what they would be teaching) rather than their own personal knowledge. Subject Tutor Q added that the potential teacher would need to talk about his/her subject

enthusiastically. Both suggested that the ‘amount’ of knowledge should be around degree level, but enthusiasm was placed much higher. They thought this information was elicited from the potential teacher through the questions they asked. Both subject tutors independently explained they would also be expecting the potential teacher to have some understanding of teaching. Partly, Subject Tutor P explained, so they knew that the potential teacher was making an informed decision and was aware of the realities of teaching. Subject Tutor P continued to expand on how they would expect the potential teacher to be able to reflect and think about what they have observed about teaching beyond a superficial level. When asked to indicate the ‘amount’ of teaching knowledge both placed this fairly low down suggesting they expected some at this stage but not much knowledge of teaching. Subject Tutor Q however said they would need to gain an impression that the potential teacher was also enthusiastic about teaching and not just enthusiastic about their subject.

Both subject tutors suggested that there was a third key element: did the potential teacher have the ability to hold the subject tutor’s attention throughout the interview. This was mentioned by Subject Tutor P in the context of the impression the potential teacher made on them during the interview, Subject Tutor Q talked of the ‘sense of presence’. Interestingly both subject tutors felt that initial ‘first impressions’ were certainly important but sometimes they did change their mind as the interview progressed and on occasions fundamentally re-evaluated their initial impression.

The subject tutors were asked about knowledge of school settings. Both agreed that they would expect some indication of knowledge of schools at this stage. When

asked about knowledge about pupils Subject Tutor P said this was fairly important they would expect them to have thought about this aspect, but Subject Tutor Q placed it lower and explained they felt that this aspect was taught on the PGCE course. The final theme was the ability to reflect. Subject Tutor P felt this was very important and interestingly had referred to reflection when discussing the potential teachers and their knowledge of teaching. Subject Tutor Q felt reflection was not as important at this stage.

Both subject tutors suggested that making the decision about an applicant’s potential was a subjective one which they were very aware of and therefore strived to be objective. They felt it was important be able to explain and justify their decisions particularly if feedback was asked for if a potential teacher was rejected.

Using these findings to help validate and confirm some of the themes that had arisen and further inform this area of the research, it was apparent that the subject tutors were measuring the potential teachers:

• Subject knowledge for teaching • Enthusiasm for the subject

• Knowledge of the teaching profession

The conceptual group about of knowledge of schools settings and interactions with pupils was seen to be less important. The personal quality of how engaging a potential teacher is, their ability to hold their attention was implied and their ability to reflect on their experiences was seen to be important.

Some practical issues arose with the collection of this data from the subject tutors. The logistics of the interview morning meant only one interview could be observed each time, this resulted in the collection of data being protracted. This could lead to factors which influenced the interview dynamics. At certain times in the year a subject tutor would have lots of vacancies on the course, whereas at other times they would have fewer, this may perhaps have meant the subject tutors are being more selective in the latter stages. One taped interview was difficult to hear and the interview had to be done again at a later date with a different applicant. One subject tutor was willing for the interview to be recorded but didn’t want the researcher present so the tape was transcribed but no observational notes were made. The interviews were observed using the peripheral-member-researcher model, however, one subject tutor did ask for points of clarification and involved the researcher in the interview at the beginning, which was not an ideal start. Overall however, the subject tutors were cooperative in allowing the researcher to observe the interview as were the potential teachers.

Summary

From the analysis of these subject tutors’ interviews two main ideas emerged. Firstly the interviews are semi structured in nature. Most subject tutors have a clear idea about what they were intending to ask. However interview questions were not rigid structured questions, the potential teachers came with a large range of experiences, and standard questions may not give the opportunity to highlight whether they indeed had the potential to become a teacher. They did not have a rating system as

followed up initial answers to questions to probe deeper the responses. Blackman and Funder’s (2002) study suggested that structured interviews are less useful in

assessing personality which is important for considering teachers. The interviews likewise did not fall in the unstructured category. They were not about the here and now but about what the potential teacher had to offer. Barclay suggests that little factual information is gathered during au unstructured interview as the interview focuses on the:

…here and now: how the applicant responds to the stresses and demands of the interview itself. (Barclay 1999 p.137)

These interviews rather are semi structured in that they involved subject tutors asking:

…a series of structured questions and then probing more deeply using open form questions. (Gall et al 2003 p.240)

This gave the potential teachers the opportunity to:

… to say what they think and to do so with greater richness and spontaneity…(Oppenheim 1992 p81)

This would enable the subject tutor to reach a more informed decision as to whether the individual has the personal qualities to become a teacher.

The second emergent idea is that the subject tutor do not have a list of qualities that they are looking for, rather that there appears to be six conceptual groups of qualities which underpin this selection process. The subject tutors seem to be considering the potential teacher’s.

• Personal qualities (including the ability to reflect on their own development) • Subject knowledge for teaching