Subjectively speaking: English primary teachers' careers

Abstract

This chapter begins with an ipsative critique of the author's longitudinal research into the professional lives and experience of about 100 English primary school teachers. It argues that methodological simplicity encourages thoughtful ‘grounded’ analysis of interview data. This idea is illustrated by reference to the concept of ‘career’. While many teachers appear to use the term in its conventional, male-oriented, vertical sense, some (mainly married women) redefine the concept in lateral terms, such as a congenial working life, opportunities for increased selfesteem, personal development, or informal influence. Others treat teaching as one of several ‘parallel careers’. In all these cases a successful ‘career’ in teaching is interpreted subjectively rather than normatively.