Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers

Christensen, Steven S.; Davies, Randall; Harris, Scott; Hanks, Joseph; Bowles, B.J.

doi:10.3390/educsci9040282

Cited by 11 publications

(9 citation statements)

References 20 publications

(21 reference statements)

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“…Amira conveyed that several of her family members, especially her grandmother (a retired educator) contributed to her interest in teaching. This is consistent with literature which notes that having an educator in the family can lead to students developing interest and motivation for becoming a teacher (Christensen et al, 2019 ; Rutten & Badiali, 2020 ). Factors such as carrying on a family tradition were also noted as influential in shaping aspirations (Fuchs et al, 2022 ).…”

Section: Resultssupporting

confidence: 90%

“…Additionally, the findings of this study reinforce the importance of working with young people early and often to expose them to the diverse array of career opportunities available to them (Christensen et al, 2019 ; Rutten & Badiali, 2020 ). Community centers, libraries, and other institutions situated within urban centers should be targeted to cultivate the pipeline of talented young people who can become future educators.…”

Section: Discussionsupporting

confidence: 70%

“…Elizabeth described feeling uncertain during the time of that conversation, yet open to leaning into their idea, noting “At the time, I was thinking, I'm not really sure. So maybe I should go for the education field.” The encouragement that Elizabeth’s family provided may have been an important influence on her that later contributed to her aspirations of becoming an educator (Christensen et al, 2019 ; Fuchs et al, 2022 ).…”

Section: Resultsmentioning

confidence: 99%

“…The findings of this study have implications for practice and implementation of future iterations of dual enrollment programs focused on teaching. First, participants affirmed the positive impact of early experiences in teaching-like roles on their interests in pursuing teaching as a career (Bianco & Marin-Paris, 2019 ; Christensen et al, 2019 ). Building on previous research, the pre-college students in this study interacted with younger students and peers in educational settings in ways that mimicked the professional behaviors of educators (Bianco et al, 2011 ; Coffey et al, 2019 ).…”

Section: Discussionmentioning

confidence: 96%

See 3 more Smart Citations

Expanding the Pipeline to Teach: Recruiting Future Urban Teachers of Color Through a Dual Enrollment Program

et al. 2022

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This qualitative case study explores the perceptions of schools, schooling, and teaching prior to and after engagement in a dual enrollment program. Data from nine participants revealed insights into the ways pre-college students thought about careers in teaching, how experiences in the dual enrollment program shaped their interest in teaching, and their perceptions of the pathways to and aspirations for teaching. Pre-college students envisioned teaching as a career possibility due to intrinsic factors, such as intellectual interests and racial identity; these factors were reinforced by family and salient schooling experiences. The dual enrollment program confirmed prior interests in teaching through its focus on the education major, mentoring, and the opportunity to take college coursework at the host university.

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Section: Resultssupporting

confidence: 90%

Section: Discussionsupporting

confidence: 70%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 96%

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Expanding the Pipeline to Teach: Recruiting Future Urban Teachers of Color Through a Dual Enrollment Program

et al. 2022

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“…Evidence has shown efforts to support and visualize teaching pathways as early as high school can increase students' positive experiences with and identity in the STEM teaching profession (Bert & Richards, 2018;Christensen et al, 2019). The committee should lead efforts to develop a recruitment plan for students who come to SFSU as early as high school seniors and university freshman to help make the benefits and rewards of a STEM teaching career visible.…”

Section: Pathwaysmentioning

confidence: 99%

Exploring the Development of BIPOC Preservice Teacher’s Pedagogical Practices and Identity During a Linguistic and Equity Focused Science Teaching Practicum Course

Chan¹

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Growing a diverse STEM workforce requires that we train and recruit teachers of color into the STEM teaching field as role models and agents of change for our increasingly diverse student population in the United States. Using the overlapping frameworks of racial and science teacher identity development, I studied participant experiences and beliefs in a 15-week, science teaching practicum course for future science educators. Specifically, I examined shifts in identity in 20 prospective K-12 teachers with a focus on seven students who identified as Black, Indigenous and People of Color (BIPOC). The purpose of this study was to create an ethnographic account of how concepts of identity, biases, and linguistic diversity in science can be understood and addressed by undergraduate instructors in this context. Data was collected via in-depth interviews, reflections, lesson plans, and lesson observations and analyzed using a qualitative content analysis method.Findings indicated BIPOC students' identities as science teachers changed throughout the practicum course, from a sense of exclusion and difficulty, to a sense of success and belonging in teaching. Additionally, it was found that these future K-12 teachers developed more positive attitudes and explicit strategies toward the implementation of equity focused, linguistically diverse, inquiry-based science teaching, as a result of the course. Because science identity development is influential to learning and teaching, the results have significant implications for the design of teacher education programs and support of K-12 teachers in teaching science. Results indicated including early preparation in science teaching through the form of practicum-based learning can be beneficial in BIPOC science teacher preparation and identity development. v Acknowledgements I wish to thank my committee members Dr. Stephanie Sisk-Hilton, Dr. Lawrence Horvath and Dr. Maricel G. Santos for their guidance and support. They have been allies, mentors and critical colleagues as I navigated this academic journey. I continue my scholarship to honor the legacy of these amazing teacher educators. They bring joy and passion to the work they do every day and I aspire to do the same. I also want thank my best friend and husband Blas Craig Herrera, who is a fellow science educator. I do this work for him and our BIPOC colleagues. Transformative education happens when our fellow people of color are at the head of these classrooms, changing science and identity for our future generations. I wish to acknowledge my parents Peter and Anna Chan, and my daughters Kira and Cassidy Herrera for all their love and understanding. I work to honor their legacy, past and future. The collective love and support of these people and the greater community at SFSU made this possible. Lastly, I thank the thousands of past students who give me strength to fight for justice and equity in our classrooms and the motivation to continue to share our stories with the world. viTable of Contents Certification of Approval .

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Who becomes a teacher and why?

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Munthe

Roß

et al. 2022

Review of Education

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This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google and Google Scholar and five electronic databases identified 517 studies of which 212 were included in this narrative synthesis. These studies highlighted three main motivating factors: intrinsic, altruistic and extrinsic, although the order of the ranking varies with subjects, phase of education and gender of teachers. In general, these studies reported that women are more likely to report being motivated by intrinsic and altruistic reasons, while men are more likely to cite extrinsic reasons. Across all cultures, men are reported to be more strongly influenced by social norms and expectations and were less likely to choose primary and early years teaching. Women are also more likely to experience higher levels of career satisfaction and less social dissuasion than men. Research on motivation to teach is also often focused only on those who have already made the decision to teach. Therefore, policies based on these studies might only be attracting those who are already persuaded. This paper argues that to improve recruitment of under-represented groups (e.g., males and STEM subject graduates), attention should instead be on those who might otherwise have gone into teaching, but have not. For this group, the review found that it is the status of the profession, the working environment and salary over the long term that are important.

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Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers

Cited by 11 publications

References 20 publications

Expanding the Pipeline to Teach: Recruiting Future Urban Teachers of Color Through a Dual Enrollment Program

Expanding the Pipeline to Teach: Recruiting Future Urban Teachers of Color Through a Dual Enrollment Program

Exploring the Development of BIPOC Preservice Teacher’s Pedagogical Practices and Identity During a Linguistic and Equity Focused Science Teaching Practicum Course

Who becomes a teacher and why?

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