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

Abstract

ABSTRACT:Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners in making most effective use of this traditional undergraduate candidate pool when designing K-12 science and math teacher recruitment programs. A survey of SEM majors from two research-oriented, urban universities is used to assess participants' interest in K-12 teaching both compared to other career choices and in isolation. Results indicate that the more successful targets for K-12 teacher recruitment include (1) SEM undergraduates in their junior and senior years independent of SEM major, (2) SEM undergraduates with midacademic performance levels independent of SEM major and academic year, and (3) math majors followed by natural science majors and, as least promising targets, engineering majors. Results remain independent from gender and ethnicity variables.

Who Is Responsible for Preparing Science Teachers?

“…Downloaded from them (6 math and 12 science) have joined teacher certification programs. These learning assistants have an average cumulative grade point average (GPA) of 3.4, higher than the typical 2.9 GPA for math and science majors who express interest in teaching (12). In physics at CU Boulder, the average GPA for majors is 3.0, and it is 3.75 for learning assistants.…”

Learning in First-Year Biology: Approaches of Distance and On-Campus Students

“…The second is that much of the responsibility for scientific literacy in the community is in the hands of secondary and tertiary biology teachers. Declining enrolments of students in secondary and tertiary physical sciences continues to be a major problem (Dobson 2007;Lyons 2006), there is a widespread shortfall of experienced secondary science teachers internationally (e.g., for UK see Gorard et al 2006; for US see Moin et al 2005), and most secondary school science teachers, at least in the Australian context, are biologists (Harris and Farrell 2007). The ripples from undergraduate biology courses have therefore to spread a long way.…”

Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition

“…(Mackay, 2002) 1 In this interview from the Australian Academy of Science's Interviews with Australian Scientists program, Dr Joel Mackay recounts the impact his highly qualified science teacher made on him as an impressionable high school student. Furthermore, Mackay echoes the findings of several reports into the status and quality of science teaching in Australia (e.g., Goodrum, Hackling, & Rennie, 2001) and overseas (e.g., Moine, Dorfield, & Schunn, 2005). Collectively, these reports suggest that while talented teachers can inspire students to pursue scientific careers and potentially arrest waning interest in the sciences, there are too few such inspirational teachers.…”

“…Considering the abovementioned lack of expertise in subject area, it is conceivable that students in these classes might experience a less than optimal educational program in the discipline. This could exacerbate the problem further, with fewer high-school students entering university physics and chemistry programs with flow-on effects to the number of science graduates taking up careers in science, including science teaching (Moine et al, 2005).…”