Teacher Shortages in Mathematics, Physics and Technology

Abstract

This paper arises out of research work which examined the effectiveness of the UK government initiatives to attract teachers into shortage subject areas. It also draws on the personal research of one of the authors, which was developed from these initial investigations. The main focus of this personal research was an investigation into the experience, background and training needs of ‘mature’ entrants to the profession. The paper traces the course of teacher shortages in mathematics, physics and technology from the Education Act of 1944 to the present day. It considers the present nature of teacher shortages in these subjects, and the effects of recent curriculum and school initiatives on the supply of good quality teachers for the 1990s. It concludes that, despite the various schemes to attract people well‐qualified in mathematics, physics and technology into the classroom, teacher supply is inextricably bound with influences outside the profession.