This qualitative study explores the intertwining influence of socio-economic background and geographical origin on choosing elementary teaching as a career in the Irish context.
The study participants are nine beginning elementary teachers who are undertaking their induction year of school-based practice, post-graduation.
Grounded theoretically in the connection between teachers’ lives and careers, and informed methodologically by constructivist principles, the singularities of personal experience remain to the fore.
A three-cycle, individual interview design is the data collection method employed.
Discussed within the ambit of pertinent literature, interview data are drawn upon to illustrate the intertwining influence of socio-economic background and geographical origin on choosing to teach.
Theoretical, empirical, and methodological contributions, attesting to the scholarly significance of the study, are outlined.