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. Individual conversational interviews were conducted with the nine research participants. 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.