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Theory of the decision to become a computer science teacher
KOUŘIMSKÝ, Martin
This study focuses on constructing a theory describing the process of choosing the profession of a computer science teacher. It utilizes a research design anchored in theory and analyzes data obtained, among other sources, during the creation of my bachelor's thesis, which examined the factors influencing this choice and to which this study builds upon. Thorough data coding and identification of key categories are conducted, serving as the framework for this theory. Findings suggest that the key processes influencing this choice are expectations of the study, choice of specialization, motivation to pursue teaching as a profession, and perception of external factors. Students enter the study with expectations based on experiences from lower levels of education, which may have played a crucial role in their decision-making. Choosing computer science as a specialization, especially for those coming from schools with a computer science focus, appears to be a significant factor. Additionally, it seems that computer science teachers who taught students at the primary or secondary level may have a substantial influence on their choice of this specialization. However, some students enter the pedagogical faculty with different expectations, such as aiming to obtain a degree with minimal effort. Negative perceptions of salary, requirements for mathematical knowledge, and low interest from girls in studying computer science education may present challenges, contributing to the low number of certified computer science teachers.
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