Career Path and Profile - Evelyn Kaiser

After completing her teaching degree program at KIT, Evelyn Kaiser now teaches physics and science and technology (NwT) at a general secondary school in Karlsruhe. Her favorite topic right now is optics, “because there are very clear and simple experiments that get most of the classes excited.” What she values most about her job is the variety: “It gives me great joy to be able to support the academic and personal development of young people.” She still benefits from many aspects of her studies today: from collaborative work, as well as from programming and analyzing measurement data. To first-year students pursuing a teaching degree in physics, she advises: "Stick with it—it’s worth it!" And she points out a practical advantage: Physics has recently been a so-called “shortage subject” at high schools, which means good job prospects for physics teachers.

In which Division are you currently working, and which subjects and grades do you teach?

I teach physics and natural sciences and technology (NwT) at a general secondary school in Karlsruhe. This year, I’m teaching physics to grades 7, 8, and 10.

Why did you decide to study physics with a teaching degree?

I started with a Bachelor of Science in Physics. Physics fascinated me even back in school, which is why I began studying physics right after graduating from high school. In my fifth semester, I decided to study for a teaching degree at the same time, as I enjoyed working with young people and teaching them new material. I enjoyed the school internships integrated into the program so much that I focused exclusively on obtaining a teaching degree during my master’s degree.

Which technical competencies and soft skills from your studies are particularly helpful to you today?

Studying physics greatly strengthened my frustration tolerance. I have benefited from this many times during my teaching internship and in my current daily work. In addition, working collaboratively during my studies (e.g., solving worksheets together) is a soft skill that is just as important in my profession. Other soft skills from my studies, such as programming, analyzing measurement data, conducting experiments, etc., continue to help me time and again. The technical content of the program usually goes far beyond what I need in school. But I wouldn’t have wanted to miss out on it. The seminars in specialized didactics, subject didactics were particularly helpful for my career in this division.

What do you like most about your current job?

It’s a very varied profession, and I take great pleasure in being able to support the academic and personal development of young people.

Which topics do you particularly enjoy teaching, and why?

My favorite subject right now is optics in grades 7 and 8, because there are very clear and simple experiments that captivate most of the classes.

Were there any challenges in the transition from college to the profession?

The teaching internship is a demanding, intense, educational, but also very rewarding time. You pick up and try out everything you didn’t learn directly during your studies (e.g., preparing lessons, pedagogical practices…)—with both highs and lows.

What was a personal highlight during your (physics) studies at KIT?

You always “battle” as a team and find help everywhere: whether from upperclassmen, lecturers, teachers, or instructors.

What advice would you give to today’s first-year students in the physics teacher education program?

Keep at it—it’s worth it!
As a physics teacher, you spend a lot of time in the lab setting up and testing experiments. The wide variety of equipment can sometimes be intimidating, because during lab(oratory) (course) sessions in your studies, you don’t get to choose the equipment yourself—you just have to use it. But even here, you’re not alone and can get help from experienced colleagues. Grading physics exams is very rewarding. Over the past two years, physics has been a subject in short supply at high schools, unlike many other subjects. This means: good job prospects for physics teachers