Space Technology

By: WomenInTechnology


A change in the makeup of science and technology labs could be seen in the future, with girls becoming inspired by their female science teacher.

According to figures from the Training and Development Agency for Schools (TDA), the once-desperate need for science and maths teachers in schools has improved, with a 40 per cent rise in applications to teach science subjects since 2009 and a 33 per cent increase for maths specialism.

Much of this has been put down to people who have been made redundant in their job, particularly in the financial sector, and want to return to work.

However, the TDA figures, compiled by the Graduate Teacher Training Registry, also indicated that more women than men were applying for these subjects, the highest number of women looking to teach the subjects since records began.

Last year there were 862 women who applied to teach science subjects, rising to 1,214 this year.

Meanwhile there were just 800 male candidates for the course.

In maths there was a rise from 528 women to 714, while the number of male candidates increased from 519 to 676.

Frances Wing, head of physics at Nonsuch High School for Girls in Cheam, Surrey, took a degree in physics.

She said: "Making the move into teaching was one of the best decisions of my life.

"I've progressed to be head of physics in just a few years and hope to rise further as I become more experienced.

"It's great to see that there is a rise in people wanting to teach maths and science given how vital these subjects are in giving future generations the skills they need to succeed."

As more people turn to teaching from other sectors, or choose to teach with a graduate degree in a technology subject, women science teachers could inspire girls to choose science and technology as a viable career option and erase the stereotype of it being a male-dominated industry.

The trend has appeared after the Assessment and Qualifications Alliance (AQA) exam board has put forward proposals to offer GCSEs that differ for boys and girls.

It has suggested that pupils are provided with the option to play to their different strengths in maths and science subjects.

For example, as research suggests that girls perform better in coursework modules, they could take more of this element over exams, while boys in the same subject can take more exams, in the hope that they can catch up with girls in how they perform at GCSE level.

However, John Bangs, head of education at the National Union of Teachers, said: "It is extremely dangerous to get into gender stereotyping. There are lots of boys who like the investigative element of coursework as well."

Pupils will also get the chance to opt for the more difficult international GCSEs in maths and science that are designed to challenge brighter students in preparation for A levels.