An Investigation into the Career Decisions of Teachers and their Views on Special Education, using a Life History Approach.

This research study considers the life histories of six teachers and one trainee teacher to explore the factors which might have influenced their career decisions, specifically factors which may lead them to work in specialist provision. An autoethnographic approach was also employed in order to position the researcher within the context of the research.
This study does not generalise but seeks to identify themes across all phases of participants lives which may in some way have influenced their career choices. The data suggests that although the life experiences of the participants have had an influence, an example being contact with people identified as having special educational needs and disabilities (SEND), Initial Teacher Education (ITE), and subsequent Continuing Professional Development (CPD) do appear to have had an impact.
The thesis illustrates the participants' regret at not having the opportunity to access effective and appropriate ITE and CPD in SEND, which would have been advantageous to their careers, and the study suggests that without a transformation of the structures which underpin ITE and CPD, many teachers may remain ignorant of the opportunities that working in a specialist provision can bring. The study also demonstrates the resilience of teachers in adapting and acquiring knowledge autonomously, in order to offer the most effective teaching and learning experiences to every individual in their care.