Changes in secondary technicians’ attitudes following a four‐day in‐service programme and subsequent effects on school practice

Abstract

Science teachers in the England have always relied on the support of largely self‐taught technicians when preparing classroom practicals. The technicians have acquired some of their expertise through ad hoc mentoring by senior colleagues, but very few have had any extended training. This research set out to explore the changing attitudes of 40 science technicians in the English East Midlands who attended four‐day training courses during 2005. Their attitudes towards their current jobs and career as well as the effect of more formal training was explored by using pre‐ and post‐course questionnaires along with in‐depth interviews. Teachers who worked closely with them were also interviewed to gauge the impact of the training courses on the work of their departments. The study revealed that the courses increased most participants’ job satisfaction and their confidence in their craft, but that training benefits could be compromised if communication with line managers was poor.

Notes

1. The terms ‘full‐’ and ‘part‐time’ have to be treated with caution. The National Science Advisers’ and Inspectors’ Group (NSAIG) and Her Majesty’s Inspectors use ‘full‐time’ in their calculations of support provision when referring to technicians who are employed in term time only (Royal Society & ASE, 2001). Such technicians refer to themselves in survey responses either as part‐time or full‐time with the occasional rider of ‘term time only’ added as an afterthought. Often this information only emerges in the course of interviews; hence it is likely that the number part‐time science technicians are underestimated both nationally and in our regional figures.