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

Abstract

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.

Where can we find future K-12 science and math teachers? a search by academic year, discipline, and academic performance level

“…Of switchers, almost 21% of women (compared to 2% of men) elect the traditionally gendertyped education major, 45% of those women having come from math/statistics majors (Seymour & Hewitt, 1997). Despite the expansion of women's professional options over the past 30 years, expectations that SEM female students aspire to more prestigious careers (Tomanek & Cummings, 2000), and the perceived loss of this "captive" population of SEM educators, particularly in math (Green, 1989), data indicate that over half of public math and science educators are still female (U.S. Department of Education, 1997). For some women, electing science and math education may constitute a means of covertly redefining a community that has otherwise excluded them (Barton et al, 1995).…”

Developing Teaching Internships for Science and Engineering Undergraduate Students and Project Team Reflection (Evaluation)

“…In their study of the effectiveness of internships within a formal secondary science classroom, Tomanek and Cummings concluded that the positively held beliefs of interns about teaching were reinforced by their very positive experiences in the classroom. 8 Of the fifteen interns in their program, three moved directly from their undergraduate STEM degree programs into science teacher education programs.…”