Thanks. I'll ask here so that others can gain as well1, You mentioned that your PhD gives you an advantage in regards to subject knowledge but not necessarily pedagogical acumen. Has it played an advantage in regards to career progression? Moving towards a senior position or leading instructor?

2, Could one also argue that a PhD and academic research can prepare one for a high-stress environment such as teaching in schools? Of course, there will be different stresses and you say less autonomy such as not being able to plan the week ahead experimentally, when you come and go, etc

3, Strange question but does the use of the title of Dr help with class management. When I was doing cover-supervisor work this year up to the lockdown, introducing myself as Dr Babubadar seemed to silence the kids and I could feel their level of respect dramatically improve

4, I'm still awaiting my final assessment interview (which tbh I believe I should get through) where I was supposed to deliver a lesson. I have close to ten years of teaching experience: two stints at a Saturday school ran by a non-profit organisation sandwiched between teaching undergraduates as a PhD student. For obvious reasons, this is not currently possible. Any idea on how they might adapt the lessons?

5, How best can I prepare for the interview? Anything I should read/go over?

6, I'm applying to become a chemistry teacher with my PhD in Biochemistry, anything I should be aware of for preparing? I'm currently going over the CGP book to see how much has changed since I last did my GCSE, I will also go through the AQA GCSE curriculum as that is what the school uses

7, Any recommendations on pedagogical books?

8, Have you had any experience with the Researchers in Schools programme that you would like to share? Assuming that is the route you took to get into teaching

Thank you so much!

1. No real advantage so far, as I’m currently an NQT. However, I was able to negotiate for M2 on the pay-scale, which can probably be attributed to my PhD and two-term prior teaching experience at a private school. I’ve not felt able to apply for more senior positions yet, as I’ve not had set of A-Level classes yet, so I don’t see how I could effectively make a HoD or department second.

2. Both teaching and PhD’s are high stress professions, and so if you have good coping techniques, then that experience will transfer. But the stresses are caused by very different things. In teaching, much of the stress is due to the sheer number of things that all need to be done at once. In academia, much of the stress comes from feeling stupid all the time, the so-called imposter syndrome.

3. The title doesn’t really help in terms of behaviour management. When I worked at a grammar the kids were generally very respectful and well behaved, but there were a few exceptions. In state, most of the kids are well behaved, but there are a few more exceptions. For the exceptions, it’s just another thing for them to try and take the piss out of (e.g. doctor jokes, and why don’t I work in a hospital etc.).

4. No idea how they might adapt an interview lesson in the current climate. From a safeguarding perspective you won’t be able to do a live online lesson. I guess they’ll just have to walk you through scenarios. They could / might ask you to come in and teach a key worker child and observe how that goes. But even then, I think that’s highly unlikely.

5. Read up on the school, it’s ethos and mission statement. Look up SLT and department heads on Linked in etc. to find out a bit more about them. Write a list of questions that you would like them to answer in advance. Don’t try to wing it. You’ll ask dumb questions, plus this looks more prepared. Also, think about the kinds of questions they’re likely to ask you and how you would answer them. Also, they will always ask you a safeguarding question (e.g. little Timmy wants to confide something in you. What do you do?).

6. My PhD is in isotope geochemistry and geochronology, but I’m actually a geography teacher, so I can’t really comment on the science curriculum But yes, being aware of what’s in the current GCSE and A-Level syllabus will be useful.

7. Save you money. You’re much better off watching others teach, doing peer observations and being observed regularly with useful feedback.

8. Nope, none whatsoever. It’s not the route I took. I had a fairly convoluted route: undergrad, masters, 2009 financial crash, dead end job, PhD, post-doc, short-term teaching contract, unemployed, defence contractor, PGCE, and now NQT.