Creating interest in teaching: Science classroom experiences for academically talented college science majors

Tomanek, Debra

doi:10.1007/bf00117036

Cited by 5 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Watson et al (2011) found that prospective teachers felt more confident after they designed and taught science lessons to children at the UTC Challenger Center, an example of a third-space. Alternatively, field experiences and internships that were mostly observational in nature showed minimal success with recruiting STEM majors into education (Borgerding, 2015;Tomanek, 1996;Tomanek & Cummings, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy

de la Cruz,

Goldman

2023

INT ELECT J MATH ED

View full text Add to dashboard Cite

Declining enrollments in teacher preparation programs across the United States signal a critical need for institutions of higher education to consider innovative recruitment initiatives. This pilot study investigates a novel approach to recruiting undergraduates into a teacher preparation program. Nine participants, mostly first-year college students, engaged in a year-long experiential learning program. The program provided participants with an early teaching experience in a classroom-like setting by engaging them in the collaborative development, planning, and teaching of mathematics in a summer camp for high school students. Data were collected throughout the year on their: planned major, attitudes towards mathematics and mathematics education, mathematics teaching self-efficacy, and perceptions of the program. Results showed the program was successful at improving attitudes, increasing self-efficacy, and stimulating reflection on a potential career as a mathematics teacher. Participants also shared positive impressions of the experience. Implications for research and future practice are discussed.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy

de la Cruz,

Goldman

2023

INT ELECT J MATH ED

View full text Add to dashboard Cite

show abstract

“…Studies examining the teaching field experiences of STEM undergraduates revealed positive benefits, including how these experiences shape attitudes about science and math teaching careers and the teaching profession generally (Bischoff, French, & Schaumloffel, 2014;Borgerding, 2015;Fletcher & Luft, 2011;Tomanek, 1996;Tomanek & Cummings, 2000;van den Kieboom, McNew-Birren, Eckman, & Silver-Thorn, 2013). These studies featured small numbers of participants, ranging from a single-case narrative to 22 participants.…”

Section: Stem Undergraduates' Field Experiencesmentioning

confidence: 99%

“…In a study at North Dakota State University on recruiting academically talented science majors to consider a pre-college teaching career, Tomanek (1996) examined a program that placed students as interns or instructional aides in secondary science classrooms for 10 hours per week over 10 weeks. Although the study included 10 participants, the findings narrative focused primarily on the positive experience of one participant.…”

Section: Stem Undergraduates' Field Experiencesmentioning

confidence: 99%

The Role of a Summer Field Experience in Fostering STEM Students' Socioemotional Perceptions and Social Justice Awareness as Preparation for a Science Teaching Career

Liu¹,

Toma²,

Levis-Fitzgerald³

et al. 2020

BRE

View full text Add to dashboard Cite

This study aimed to better understand the role that an undergraduate teacher exploration program for STEM majors played in STEM teacher education and recruitment. Utilizing journal data from 126 undergraduate students engaged in an intensive and immersive four-day internship that took place in Summer 2015 and Summer 2016, this study examined how the program's field experience developed students' socioemotional perceptions and social justice awareness. The field experiences took place at high-need middle and high schools in Los Angeles. With respect to socioemotional perceptions, findings show that STEM undergraduates who participated in the internship demonstrated insight about relating one-on-one with students, being caring and compassionate, establishing positive relationships, accommodating varying capabilities, and witnessing students and teachers supporting each other. Regarding social justice, participants expressed experiential understanding related to equity of learning opportunities, asset-based interpretive frames, recognition of privilege, and advocacy and activism. The field experiences allowed the STEM undergraduates to more deeply appreciate the importance of connecting with students, developing positive and constructive relationships with them, and reflecting on educational inequities confronting schools and students-a valuable foundation of teacher preparation for those who may choose to pursue a formal social justice-oriented teacher education program.

show abstract

“…However, for those cases that have been completed, we found some of the same reasons as Evans found when accounting for science majors' choices to not enter teaching. For example, Julie, an exceptionally talented biology major in our project, chose not to change her career plans because she was uneasy with the possibility of classroom management problems even though her mentor teacher did not have classroom management difficulties (see Tomanek, 1996). Julie's concern is related to what Evans found as the nature of work that teachers must do accounting for some students' decisions to not enter teaching.…”

Section: Concluding Thoughtsmentioning

confidence: 99%

The use of secondary science classroom teaching assistant experiences to recruit academically talented science majors into teaching

Tomanek

Cummings

2000

Sci. Ed.

Self Cite

View full text Add to dashboard Cite

ABSTRACT:The study was conducted to determine whether a classroom teaching assistant project could help recruit academically talented undergraduate science majors into teacher preparation. Academically talented science majors were identified by science course grade-point averages. The majors spent 10 hours each week for approximately 10 weeks assisting carefully selected secondary science teachers in their classroom teaching activities. Science teachers were selected for the project based on their reputations as creative, student-centered teachers. The classroom work in which the science majors engaged involved much direct involvement with students. In addition to the classroom work, the science majors also engaged in frequent discussions with their teachers about science teaching and participated in biweekly discussions with project directors about the classroom experiences. Only 3 of the 15 science majors involved in the project made definite decisions to enter teacher education. Case studies were developed about the three majors. The reasons accounting for their decisions included factors associated with the classroom experience as well as prior beliefs held about teaching. Results indicate that recruitment of some academically talented science majors into teaching can be positively influenced by classroom experiences involving direct interaction with students, opportunities to earn teacher certification without abandoning the academic science major, and frequent discussion about and encouragement of the majors' consideration of teaching as a rewarding and challenging career.

show abstract

Creating interest in teaching: Science classroom experiences for academically talented college science majors

Cited by 5 publications

References 7 publications

Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy

Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy

The Role of a Summer Field Experience in Fostering STEM Students' Socioemotional Perceptions and Social Justice Awareness as Preparation for a Science Teaching Career

The use of secondary science classroom teaching assistant experiences to recruit academically talented science majors into teaching

Contact Info

Product

Resources

About