Physics Teacher Interview Questions UK: 8 Real Questions and What Interviewers Want

Most Physics Teacher interviews in the UK follow a pattern, and knowing it beats guessing. Below are eight questions from our bank of 16, each with a note on what the interviewer is really after.

Eight Physics Teacher interview questions, and what the interviewer is thinking

1. How do you manage the GCSE required practicals, and how do you make sure students learn from them rather than just following a method?

Why they ask: Required practicals are examined and are a pillar of GCSE Physics teaching.

2. How do you teach students to rearrange and apply physics equations confidently, including maths skills?

Why they ask: Maths is around a fifth of GCSE Physics marks and is a frequent barrier.

3. How do you teach A level Physics, and manage the practical endorsement and the Common Practical Assessment Criteria?

Why they ask: A level has non-exam practical requirements that departments must run carefully.

4. How do you deal with common physics misconceptions, for example current being used up or heavier objects falling faster?

Why they ask: Misconceptions are a classic physics pedagogy topic.

5. What are the safety considerations when using radioactive sources and lasers in school physics?

Why they ask: Specialist safety knowledge is essential for physics teachers.

6. During a practical, a student's circuit starts to smell and a wire is getting hot. What do you do?

Why they ask: Practical safety response is a core scenario for science teachers.

7. Tell me about a time you helped a class improve their understanding of a difficult physics topic.

Why they ask: They want evidence of diagnosing misunderstanding and changing practice.

8. Why do you want to teach physics, and what makes someone an effective physics teacher?

Why they ask: Physics teachers are in short supply, so they test motivation and understanding of the role.

A sample answer to question 1

How do you manage the GCSE required practicals, and how do you make sure students learn from them rather than just following a method?

I treat each required practical as a mini-investigation, not a recipe. Before the lesson, I make sure students understand the physics being tested, for example for specific heat capacity, they predict how mass and energy transferred affect temperature rise. During the practical, I ask questions about variables, accuracy and reliability, such as why we insulate the block, and what would reduce uncertainty. I make sure each student handles the equipment, in pairs rather than large groups, and I use the CLEAPSS guidance for risk assessments, for example on hot surfaces and low-voltage circuits. Afterwards, students process data, draw graphs, calculate gradients and evaluate sources of error. The exam asks about methods, variables, units and evaluation, so I include short exam-style questions on each practical the following week. I also use the Gatsby-funded resources from the IOP and Stimulating Physics Network, and demonstrations where equipment is limited, but I try to make sure students experience as many as possible hands-on, for retention and for A level readiness.

Common mistake to avoid: Handing out method sheets with no thinking; Skipping the data analysis

Want the rest?

Full model answers, key points and common mistakes for all 16 questions are on the Physics Teacher interview questions page. The first five are free, no sign-up needed.