The question of whether or not it matters why and individual goes into teaching is part of the permanent debate at teacher colleges and schools of education, across the country. The charge teachers are given as well as the working conditions many face on a daily basis, are reasons for its consideration. However, securing the right answer is much more difficult. Individuals join the profession for different reasons. Some individuals chose teaching after their original career plans failed to materialize, while others have been waiting for their big Hollywood break and are simply biding their time. For others, however, teaching has been a lifelong goal.

This question is not only relevant to those who train potential teacher candidates, those who recruit and hire teachers, and those who make education policy. It is also an important consideration for beginning teachers, and those assigned to support them. Its relevance might be able to explain the relationship among the quality of the teachers' practice, their beliefs about their role as educators, and their reasons for joining the profession.

Yet, given the number of educators joining the profession on an annual basis, and understanding the complexity of the work, it is possible that focusing too much attention on the question of why people choose to go into teaching, might be a wasted effort. Time and energy can be better spent meeting the needs of teachers as they prepare to work with students. This includes securing their commitment to providing a quality education and supporting their continued growth and development.

A good process might include asking teacher candidates, or new teachers, to reflect on the process that guided their decision to become teachers. If it takes them back to their childhood, what activities influenced their decision? If their decision was made after being exposed to students and schools, or they had the opportunity to experi

ence and/or observe teaching, how did these experiences support your decision? If their decision was not made until recently, or after considering other career/life options, what was the struggle they went through in making your final decision? Answers to these questions provides greater insight into their understanding of, and commitment to, the profession.

For support providers, the information gleaned through this process can help them guide the teachers' learning. They can use it to identify the teachers' present level of understanding, which will assist in the development and coordination of a comprehensive support process. While the question of whether or not the reasons for going into teaching matter, helping them achieve their highest levels of performance must be one of education's highest priorities.

© 2006. Luis R. Valentino

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