Coombes, Samuel and Rossato, Claire ORCID: 0000-0003-0306-5435 (2023) Breaking the mould: aspiring PE teachers from a Bangladeshi background. In: Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) International Conference 2023, 4th - 7th July 2023, Santiago de Chile. (Unpublished)

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Abstract

Introduction: Working with the Teacher Education Department (TED) at a university in the United Kingdom, this study uses Interpretative Phenomenological Analysis (IPA) to examine the motivations behind three participants’ Bangladeshi background and their desires to become Secondary School PE teachers. from primary or secondary school teacher to a lecturer in Higher Education (HE).
Methods: To undertake this study IPA was implemented to draw upon the meaningful experiences of three PGCE trainees. Interviews were used to examine the lived experience of participants and how they made sense of these. This study involves the systematic qualitative analysis of transcripts of semi-structured interviews conducted with participants, and themes are drawn from the data to help contribute to the still emerging domain of teacher motivation (Kaplan, 2014).
Results: The study highlights the cultural barriers young Bangladeshi men may face when wishing to pursue a career in Secondary Education PE teaching. This study found that the prospective PE teachers from a Bangladeshi background had family responsibilities that potentially hindered their individual career aspirations. This study discovered how the identity of these teachers had changed as they fought to break free of cultural expectations and seek new career paths away from parental expectations and cultural norms.
Conclusion: Teaching in the UK is statistically a white British occupation with figures (Gov workforce, 2018) identifying over 85% of teachers in state schools being from this ethic group. In contrast only 0.6% of teachers were from the Bangladeshi communities.
The implication of this study reflects that HE institutions need to consider their recruitment programmes for new trainee teachers to ensure successful transition into an underrepresented profession and to consider the ongoing role of an assigned mentor to support individuals as they find themselves in a new workplace (Flintoff 2008).
Key Reference
Flintoff, A (2008) Black and Minority Ethnic Trainees’ Experiences of PE initial teacher training. Conducted for the Training and Development Agency. Leeds Met University.

Item Type:	Conference or Conference Paper (Speech)
Uncontrolled Keywords:	teacher; lecturer; mentorship; motivation; retention; profession; identity
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Human Sciences (HUM)
Last Modified:	15 Sep 2023 15:02
URI:	http://gala.gre.ac.uk/id/eprint/44122

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