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

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. © 2000 John Wiley & Sons, Inc. Sci Ed 84:212–227, 2000.

“Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching

“…Pre-service and in-service science teachers most frequently cite their affinity for science (Bull et al, 1994;Dawson, 2007;Dominguez et al, 2015;Eick, 2002;Espinet et al, 1992;Kilinç & Seymen, 2014) and desire to make a positive social impact (Bull et al, 1994;Dawson, 2007;Dominguez et al, 2015;Eick, 2002;Kilinç & Seymen, 2014) as the reasons why they entered the field of science education. Additional motivations for entering science teaching include a desire to work with youth (Bull et al, 1994;Dawson, 2007;Espinet et al, 1992;Kilinç & Seymen, 2014, Westerlund et al, 2011, positive prior teaching experience (Dawson, 2007;Kilinç & Seymen, 2014;Luft et al, 2005;Wang, 2004), positive impact by a former teacher (Dawson, 2007;Tomanek & Cummings, 2000), valuing the teaching profession (Dawson, 2007;Dominguez et al, 2015;Espinet et al, 1992;Kilinç & Seymen, 2014), and an opportunity to engage with science (Eick, 2002;Tomanek & Cummings, 2000). Although not cited as a motivating factor in studies of U.S. pre-and in-service science teachers, studies of science teacher recruitment conducted internationally have also identified job conditions (such as salary, demand, and workload) as having a positive impact on students' decision to pursue science teaching (Dawson, 2007;Dominguez et al, 2015;Kilinç & Seymen, 2014;Wang, 2004).…”

“…A multitude of recruitment strategies, seeking either to identify science majors with nascent interest in science teaching or to inspire such interest in science majors who would never otherwise consider science teaching, have been recommended in the literature, although the efficacy of only a few have been evaluated. The most widely supported recruitment strategy is providing science majors with science teaching experience (Borgerding, 2015;Saxman et al, 2010;Schuster, 2013;Tomanek & Cummings, 2000;Worsham et al, 2013). Financial incentives (in the form of stipends, scholarships, and tuition remission) are another widely utilized recruitment strategy.…”

“…Positive prior teaching experience Dawson, 2007;Kilinç & Seymen, 2014;Luft et al, 2005;Wang, 2004 5. Positive impact by a former teacher Dawson, 2007;Tomanek & Cummings, 2000 6. Valuing the teaching profession Dawson, 2007;Dominguez et al, 2015;Espinet et al, 1992;Kilinç & Seymen, 2014 7.…”

“…Valuing the teaching profession Dawson, 2007;Dominguez et al, 2015;Espinet et al, 1992;Kilinç & Seymen, 2014 7. Opportunity to engage with science Eick, 2002;Tomanek & Cummings, 2000 Evans, 1987;Worsham et al, 2013 11. Classroom management concerns Evans, 1987;Worsham et al, 2013 12.…”

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

“…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.…”