ERIC EJ740957: Early Recruitment of Science Teachers: Promising or Problematic Strategy

2005·0.23 MB·English

by  ERIC

Julie Luft, Steve Fletcher and Brian Fortney
Early Recruitment of Science
Teachers: Promising or
Problematic Strategy
This study examines the experiences and knowledge of students who are
participating in a recruitment course in a secondary science, mathematics,
and computer science teacher education program.
The United States currently faces a secondary science, mathematics, and In addition, our findings can assist
a shortage of mathematics and computer science teacher education those who are contemplating the
science teachers, and the problem program at a large university. By development of such courses to
is getting worse. In response to this examining the experiences and consider course goals, the content and
concern, several reports have been knowledge of students in such a process of the course, and the means
issued discussing the shortage of program, it is possible to understand by which students are recruited into the
teachers and suggesting potential the disposition of students who elect course. While our intent is to inform
reform and policy measures (e.g., to participate in these courses, and the other science teacher educators about
National Commission on Mathematics curricular and instructional aspects that our examination of this unique period
and Science Teaching for the 21st impact students who are considering in teacher development, we also hope
Century, 2000; National Commission the teaching profession. The findings to demonstrate the importance of
on Teaching & America’s Future, provide an additional data source examining the recruitment phase of
1996). Among the recommendations from which to draw conclusions, the teacher education process, and to
that have been made, several pertain and thus have direct implications for purposefully contribute to the limited
to the preparation of science and those affiliated with similar courses. literature in this area.
mathematics teachers at universities
Background
and colleges. As a result, institutions
preparing teachers now offer different Research regarding recruitment
pathways for certification, such as one- courses is notably absent in the teacher
Ideally, by understand-
year programs that offer certification education literature. However, studies
and a graduate degree, or programs that ing how teachers pertaining to teacher persistence and
allow a content expert to receive on- teacher development exist, and can
develop and why they
the-job pedagogical training. Another inform those seeking to understand
remain in the profes-
effort, which has not been discussed issues related to recruitment. Ideally,
much in the literature, involves the sion, we can design by understanding how teachers
recruitment of students into the develop and why they remain in the
recruitment programs
educational pipeline. Recruitment profession, we can design recruitment
programs precede formal teacher to target students with programs to target students with
education programs as a means of potential for longevity potential for longevity and impact in
increasing the pool of applicants. the educational environment.
and impact in the edu-
This study looks at students who are The literature about teacher
participating in a recruitment course in cational environment. persistence suggests that a com-
SPRING 2005 VOL. 14, NO. 1 41
mitment to teaching and positive that one holds is important in terms of rather than knowledge was more useful
field experiences may contribute to learning to implement reform-based in predicting teachers’ classroom
one’s decision to have a career in practices. This knowledge base should decisions.
education. In a study of graduates consist of an understanding of the
The UTeach Program
from a secondary science teaching prominent concepts in one’s discipline
program, Eick (2002) compared their (Carlsen, 1993; Hashweh, 1987) and The UTeach program at the
autobiographies that were written an understanding of the processes University of Texas is a joint effort
over time in order to determine trends and nature of science (Duschl, 1987). of faculty and staff from the Colleges
related to persistence. Teachers still in Furthermore, this knowledge should of Education (COE) and Natural
the classroom (more than three years be connected and accessible to the Sciences (CNS), along with local
since graduation) expressed interest in teachers, to prepare secondary science,
science and teaching and/or recognition mathematics and computer science
about the rewards of working with teachers for the state of Texas.
students. A study conducted by As a program that draws upon
Beliefs guide instruc-
Marso and Pigge (1997) followed different knowledge bases, the
tional decisions, influ-
potential K-12 teachers in order to program coursework consists of
explore factors that led to persistence ence classroom content and pedagogical courses at
in the field. After seven years only the University of Texas and field
management, and
51% of the population had made the experiences in surrounding school
transition to the teaching profession. provide a lens through districts. Collectively, the different
Those making the transition at the which to understand components of the program provide
secondary level were very or almost students with content courses that
classroom events.
certain about becoming teachers early support their degree majors, classroom
in their teacher preparation program and field experiences in various forms
and they decided to pursue teaching science teacher (Gess-Newsome, of instruction, and opportunities to
prior to graduating from high school. 1999). learn about different knowledge bases
Neither their academic aptitude nor Ultimately, science teachers need in teaching. During each of these
their perceived effectiveness as a to understand both the structure experiences students explore issues
teacher was related to their transition to and the nature of their discipline, related to equity, technology, inquiry,
teaching. An earlier study by Chapman as well as have the ability to select and translating theory into practice.
(1984), which collected data from and translate content into learning The recruitment courses, which are
teacher education graduates, sought activities. But a sound knowledge referred to as Step 1 and Step 2, are
to determine how administrators could base is not enough; the beliefs that a unique parts of the UTeach program.
deter the attrition of new teachers. teacher holds directly impact his/her These one-credit courses focus
While the data revealed a limited classroom practices (Pajares, 1992). primarily on recruitment, but they also
impact by administrators in terms of Beliefs guide instructional decisions, provide field experiences in which
retaining teachers, it was found that influence classroom management, students teach science in a reform-
persistence was linked with an early and provide a lens through which based manner. In Step 1, students learn
commitment towards teaching and to understand classroom events. In how to teach three different elementary
positive field experiences during the fact, beliefs may be more important science lessons from a popular kit.
preservice program. than knowledge when considering a In Step 2, students again draw upon
The research literature is rich with teacher’s classroom practice (Pajares). the lessons in a science kit and learn
discussions of the many aspects of the For example, Ernest (1989) found that to teach three different reform-based
professional development of teachers, two teachers with similar knowledge middle school science lessons. During
including the knowledge base and but different beliefs taught in different their field experiences, the cooperating
beliefs of teachers. For secondary ways. Ultimately, he suggested that teacher gives feedback to the students
science teachers, the knowledge base an understanding of teaching beliefs on their instruction.
42 SCIENCE EDUCATOR
Freshmen, sophomores, juniors, Methods the teaching profession was a primary
seniors, and post-baccalaureate interest are noted as “primary.”
Participants
students are informed about these Students who are participating in
courses though written invitations, Randomly selected students in Step the Step 1 courses for reasons other
orientation booths, announcements, 1 courses, who indicated that they than being a teacher are listed as
brochures, and COE and CNS were science majors, were contacted “secondary.” This will be discussed
advisors. Students who complete Step through e-mail about participating in further in the Findings section.
1 or Step 2 can be reimbursed for the the longitudinal study of secondary
tuition associated with these courses, science teachers at the University Data Collection and Analysis
and they can apply these credits to of Texas. Of the students who were Interviews – To collect background
their degree plan. Typically, more than contacted, 17 indicated a willingness and experiential information from the
half of the students who complete Step to participate in the study. Table 1 gives students participating in this study,
1 and Step 2 continue in the UTeach a brief overview of the students who semi-standardized interviews were
program. comprise this study. conducted twice. The first interview
In addition to the typical presentation occurred during Step 1 and the second
Study Context of demographic data, information interview took place in the following
The findings that are reported is also provided that pertains to the semester. Berg (1998) states that a
here represent one aspect of a larger student’s reason for considering a semi-standardized interview involves
study, which is being conducted at the career in education. Students who a number of predetermined questions
University of Texas. The larger study indicated in their first interview that that address the research goals and
looks at the development
of beliefs, practices, and
Table 1.
various knowledge bases Students in Step 1
of secondary science
Student Gender Year in Major Current status Reason for
teachers throughout their
school after Step 1 teaching
teacher preparation pro- course
gram and during their first
1. Male Junior Biology Dropped Secondary
years in the classroom.
2. Female Senior Physics Primary
This study is following
3. Male Freshman Biology Secondary
17 students in the UTeach
4. Female Junior Chemistry Primary
program from Step 1
through their second year 5. Male Junior Biology Secondary
in the classroom. 6. Male Sophomore Bio/Pre-med. Dropped Secondary
This first examination 7. Female Sophomore Biology Secondary
of the study data spe-
8. Male Junior Chemistry Primary
cifically explores the first
9. Female Sophomore Biology Primary
semester of the UTeach
10. Female Junior Biology Primary
students, focusing on
11. Male Freshman Biology Primary
1) the circumstance of
their recruitment, 2) their 12. Female Senior Biology Moved to Primary
belief and knowledge elementary
profiles as related to program
teaching, and 3) their
13. Male Junior Geology Secondary
salient experiences in
14. Female Senior Chemistry Primary
a UTeach recruitment
15. Female Junior Biology Secondary
course.
16. Male Junior Chemistry Primary
17. Male Senior Chemistry Primary
SPRING 2005 VOL. 14, NO. 1 43
that are presented in an order and participating in this study viewed responses were examined by one of
language appropriate for the people in teaching and learning in a secondary the authors and coded to depict the
the study. The interviewer can digress classroom, as well as what underlying participating students’ views of the
or probe beyond the predeveloped beliefs impacted their instructional nature of science as contemporary
questions in order to gain a further decisions. Questions used to capture (i.e., science as tentative and a human
understanding of the topic discussed. the UTeach students’ beliefs, for construct) or traditional (i.e., science
We included questions beyond typical example, included: How do you think as procedure that accurately depicts
demographic data. For example: How your students will learn best? How do the natural world). We added a third
did you decide to enroll in the UTeach you think you will know when your category called naïve, which means
program? How is the UTeach program students understand? How will you that the views of students straddle
helping you become a secondary adapt your teaching to best represent both or neither domains. Details about
science teacher? What has led you the discipline of science? All of the the coding process for contemporary
to believe that you may want to be a interviews lasted 45 to 90 minutes, and traditional views of science can
teacher? were audiotaped, and were conducted be found in Abd-El-Khalick, Bell, &
by one of the authors of this paper. Lederman.
The audiotaped interviews were Artifacts – Artifacts were collected
coded by faculty and graduate students from the UTeach students to capture
The students’ reasons familiar with the coding process their experiences during Step 1. The
(see Luft & Roehrig, accepted). students were specifically asked to
for considering the
Each coded interview resulted in the share documents that best represented
education profession eight questions being categorized as their development as a teacher.
ranged from finding traditional, instructive, transitional, The documents were copied and
responsive, or reform-based. placed in the student’s file, while the
a degree that allowed
Traditional and instructive responses originals were returned to the student.
them to work with represent teacher-centered beliefs, These documents were integrated
while responsive and reform-based appropriately and accordingly into
people and science, to
responses represent student-centered the findings.
dissatisfaction with the
beliefs. Transitional responses indicate
Findings
courses and instructors beliefs that are teacher or student-
centered, as they can be focused on The findings from this initial
in their current science
conceptual knowledge or aspects of analysis of the data address three areas,
or engineering relationships between a teacher and which ultimately provide some insight
program. his/her students. into the recruitment of students into
Views of the nature of science teacher preparation programs.
interviews – During the Step 1
The responses of the students were semester, participants in the study Recruitment circumstances
examined and categorized in order to completed the Views on the Nature Students looking for alternatives
determine trends that existed among of Science—version C questionnaire enrolled in Step 1. The UTeach
the participants. Points in the data that (VNOS-C) (Abd-El-Khalick, Bell, program uses a variety of methods
represented salient findings are shared & Lederman, 1998). Questions in the to inform students about the Step 1
in the Findings section. VNOS-C were designed to elicit views courses. Students receive letters or
Belief interviews – Teacher beliefs about the tentative and subjective brochures, are referred by academic
were captured using an interview with nature of science, the role of society advisors, are contacted in high school,
eight open-ended questions. Students and culture in science, the difference or find out about the program through
were interviewed during the Step 1 between observation and inference, the web or a fellow student (Dodson,
semester and the following semester. the role of theories and laws in 2002). The students in this study
The wording of the interview protocol science, and the role of creativity and elected to participate in the program
sought to elicit how the students imagination in science. The VNOS-C after talking to a friend, seeing an
44 SCIENCE EDUCATOR
advertisement, or talking to an advisor. a career in education in order to in education. For example, when
These recruitment events came at a work with children and to share their students were asked to discuss their
time when the student was interested in understanding and enjoyment of role as a teacher, they spoke about their
looking at other career options, which science. Some of these students had high school or university instructors
takes us to our second point regarding prior experiences as tutors, coaches or and the special attributes of these
recruitment. teachers, which sparked their interest teachers. This is not surprising, as
Students were more advanced in in education. Students who were clas- the UTeach students had not typically
their coursework. The Step 1 course sified as having a secondary interest in experienced or explored student-
was developed with the goal of pro- education were interested in teaching centered instruction in-depth, nor
viding freshmen or sophomores with in order to improve the instruction of had their beliefs about teaching been
classroom experiences. However, evolution, live in a town with family actively and purposefully challenged
the program is configured so that stu- members, have a flexible career, or fill with the intent of forming student-
dents can participate in Step 1 at any the period of time before their entry centered beliefs. Table 2 shows the
in time in their university career. In into another professional program. beliefs data for each student and the
our study, most of the students were Students held primarily teacher- overall percentages in each category.
more advanced in their coursework centered and transitional beliefs. Students expressed limited views
and were actively considering another The beliefs held by the students of the nature of science. The students
major. They did not plan to pursue a were typically teacher-centered and in this study revealed traditional
degree in education initially, but it transitional. Based upon the examples views about the nature of science on
was now an option for a variety of provided by students, these beliefs their VNOS-C and belief interviews.
reasons. The students’ reasons for related to their prior experiences Even though the students enjoyed
considering the educa-
tion profession ranged
from finding a degree Table 2.
that allowed them to Students’ beliefs
work with people and
Student Traditional Instructive Transitional Responsive Reform-based
science, to dissatisfac-
1. • ••••••
tion with the courses
and instructors in their 2. ••• ••••
current science or en- 3. • ••• •• •
gineering program.
4. • •• ••••
Participants in the 5. • ••• •••
program 6. • ••••• •
Students were in- 7. ••••• ••
volved in education
8. • ••• •••
for different reasons.
9. •• •• •••
The students in our
10. • ••• •••
study were catego-
rized as either having a 11. ••• •• ••
primary or secondary 12 •• • •• ••
interest in education 13. • •• ••••
(Table 1), and there
14. •• •• •• •
was clearly a mix of
15. ••• ••••
both. Students who
16. ••• ••••
were classified as hav-
ing a primary interest 17. • ••• • • •
in education wanted Percentage 12% 36% 45% 5% 2%
SPRING 2005 VOL. 14, NO. 1 45
science, it was clear that their prior experience. Some students spoke Discussion & Conclusion
experiences in science had not initiated about the relationships that they found This initial look at the recruitment
a consideration for a more progressive in the program, which consisted of aspect of a teacher education
view of science. Most notably, most support and encouragement offered program provides a unique glimpse
students did not view science as by the Step 1 instructors as well as at the students who participate in such
tentative, considered science and the advisors of the UTeach program. courses, and the experiences that may
society to be interactive, nor did Others spoke about their relationships be built into such courses. Even though
they describe scientists as bringing with classmates, which allowed them this study is limited in duration and
creativity and biases to their research. to have peers with whom to discuss focused on students in one type of
Table 3 provides an overview of each their experiences in teaching and in the program, several points will be useful
student’s views of selected areas in the UTeach program. The relationships the to those who are contemplating the
nature of science (agreement with a students experienced allowed them to development of recruitment courses.
statement aligns with a contemporary feel connected to the program and to Three important topics stand out
view of science). other students. For most of the students from our data. First, the students
this was an important experience. who were juniors and seniors in our
Experiences related to Step 1
Field experiences were a positive
feature in the early recruitment course.
Each student in Step 1 valued
the opportunity to teach different Table 3.
lessons from a science kit in an Students’ views of the nature of science
elementary classroom. In fact, when
Student Science as Experiments are Science as In following
asked to share an artifact that best tentative and not the only way culturally and a process,
represented their development as a empirical that scientists socially impacted scientists not
build new always have
teacher, each student provided the
knowledge accurate
evaluation form filled out by his/her
conclusions
cooperating teacher. As students
1. N N D D
elaborated on these documents,
2. N D A N
they indicated that the teaching
experience was important because 3. N A D N
it allowed them to experience the 4. N D N N
enjoyment of helping students learn
5. N D N D
about an idea in science, share their
6. A D A D
knowledge with students, and see
that younger students were easy 7. N D D N
to manage. Most of the students 8. A D D D
considered their initial teaching
9. N D D D
experiences to be successful and
10. N D A D
based these conclusions on their
11. N D D D
own observations and the feedback
provided by the cooperating 12. N N A D
teacher. 13. N D A D
Relationships were important
14. N D N D
to students in their recruitment
15. A D D D
course. Students in the Step 1
16. N D D D
courses valued relationships as
they pertained to their educational 17. N N D N
A-Agrees with statement; D-Disagrees with statement; N-Naïve answer
46 SCIENCE EDUCATOR
program indicated more interest in a community, and were not challenged
education as a career and a greater to consider their current educational
level of commitment than did the Clearly, teacher prepa- ideologies. Studies suggest that
freshmen and sophomores in our beliefs and knowledge are important
ration programs—from
study. It may be that freshman and in learning to teach, and that they are
the first courses to
sophomores graduated too recently difficult to change (Gess-Newsome,
from high school and were not yet student teaching—need 1999; Pajares, 1992). Clearly, teacher
ready to consider a career in secondary preparation programs—from the first
to consider the beliefs
education, or they may not have had courses to student teaching—need to
the kind of educational experiences and knowledge that consider the beliefs and knowledge
that might influence their interest in the students hold. that students hold. Such programs
field. This is not to say that freshmen should be crafted to help the student
and sophomores should be excluded develop a way of thinking and teaching
from recruitment courses. They should 1984; Eick, 2002; Marso & Pigge, that reflects current reform-based
be included, but for reasons other than 1997). Students in our study with a efforts in science education.
fostering an interest in education. higher level of commitment tended In terms of influencing student
Second, there are clearly two groups to have prior experiences in education beliefs and knowledge, the Step 1
of students who were considering a that were sustained over time and course described in this study may
career in science education. At this that occurred in a variety of settings. not have lived up to its potential.
time it is difficult to describe how Thus, it may be a better approach to Ideally, the Step 1 course could serve
either the primary or secondary groups recruit certain students early in their as an initiation point for examining
will persist in terms of becoming academic career, rather than inviting all beliefs about teaching and the nature
teachers. However, of these student students to participate in the courses. of knowledge. However, those who
groups, those with primary interests With more deliberate recruitment design recruitment programs should
talked about how prior experiences in measures, those who are currently consider whether they have a mission
education influenced their decision to involved in some form of teaching to educate students about the reforms.
consider education, while only those (e.g., tutoring, coaching) or who had If this is an objective, then recruitment
with secondary interests in education positive educational experiences, programs need to stress reform-based
left after the first course. Third, the can be sought out. Students who are instruction by targeting the beliefs and
field experiences were valued by all considering education early or later in knowledge of these potential teachers.
students and did not appear to be a their educational career will find the Failure to address these areas may
factor in their decisions to leave or program in time. reinforce the traditional and didactic
continue with the program. Students A more complex issue surrounding beliefs and knowledge that students
who enjoyed the teaching experiences recruitment courses pertains to the bring to the program. Juniors and
felt it confirmed their decision to knowledge and beliefs of entering seniors in the program will have
enter education, while those who students. Most of the students in this limited time to confront or develop
had a less than satisfying experience study held beliefs and knowledge that their beliefs or knowledge in regard
were still committed to staying in the were not conducive to reform-based to reform-based instruction.
program. teaching. While Step 1 provided
In light of these observations, an experience in teaching that was Final Comments
we might place more emphasis on a reform-based, the course itself was not As the title of this paper implies,
student’s commitment to education, and designed to impact student knowledge recruitment can be a promising
his/her prior educational experiences, or beliefs. All of the students in this strategy for increasing the pool of
when determining who participates in study valued the teaching experience, teachers in mathematics and science.
a recruitment course. Several authors but none described how it altered However, when teachers do not enter
have discussed students’ level of their beliefs about teaching or their or persist in the profession, or when
commitment as important in terms knowledge in the field. In fact, students the beliefs and knowledge levels of
of persisting as a teacher (Chapman, felt affirmed as teachers and as part of the students are not fully considered,
SPRING 2005 VOL. 14, NO. 1 47
recruitment can be problematic. Given Dodson, M. (2002). UTeach program Marso, R. & Pigge, F. (1997). A longitudi-
the financial and personal cost involved evaluation & student characteristics nal study of persisting and nonpersist-
in recruitment programs, it is important handout. Austin, TX: UTeach Col- ing teachers’ academic and personal
lege of Natural Sciences, University characteristics. Journal of Experimen-
to consider the population at hand.
of Texas. tal Education, 65(3), 243-54.
Recruitment program administrators
Duschl, R.A. (1987). Abandoning the National Commission on Mathematics and
must strategically recruit teachers and
scientific legacy of science education. Science Teaching for the 21st Century
develop programs in a manner that
Science Education, 72, 51-62. (2000). Before it’s too late. U.S. De-
addresses the teachers’ entering beliefs
Eick, C. (2002). Studying career teachers’ partment of Education: Washington,
and knowledge level. Ultimately, well- personal histories: A methodology for DC.
designed recruitment programs alone understanding intrinsic reasons for ca- National Commission on Teaching &
will not solve the shortage, but they do reer choice and retention. Research in America’s Future (1996). What matters
hold out the promise of a bright start Science Education, 32(3), 353-72. most: Teaching for America’s future.
in the teacher education process. Ernest, P. (1989). The knowledge, be- New York: Columbia University.
liefs, and attitude of the mathematics Pajares, M. F. (1992). Teachers’ beliefs
References teacher: A model. Journal of Educa- and education research: Cleaning up a
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Abd-El-Khalick, F., Bell, R. L., &
Gess-Newsome, J. (1999). Secondary Research, 62(3), 307-332.
Lederman, N. G. (1998). The nature
teachers’ knowledge and beliefs about
of science and instructional practice:
subject matter and their impact on Julie A. Luft is an Associate Professor of
Making the unnatural natural. Science instruction. In J. Gess-Newsome and Secondary Science Education in the Depart-
Education, 82(4), 417-36. N. G. Lederman (eds), Examining ment of Curriculum and Instruction, at the
Berg, B. L. (1998). Qualitative research University of Texas, Austin. Her research
pedagogical content knowledge (p. 51-
methods for the social sciences. Need- interests include the development of beginning
94). Dordrecht, Netherlands: Kluwer
ham Heights, MA: Allyn and Bacon. secondary science teachers and secondary
Academic Publishers.
Carlsen, W. S. (1993). Teacher knowledge science teacher education. Correspondence
Hashweh, M. Z. (1987). Effects of subject
concerning this article may be sent to <jluft@
and discourse control: Quantitative
matter knowledge in the teaching of
mail.utexas.edu>.
evidence from novice biology teachers’
biology and physics. Teaching and
classrooms. Journal of Research in Sci-
Teacher Education, 3(2), 109-120. Both Steven Fletcher and Brian Fortney are
ence Teaching, 30(5), 417-481.
Luft, J., & Roehrig, G. (accepted). Captur- science education doctoral students at the
Chapman, D. W. (1984). Teacher
ing science teachers’ beliefs through the University of Texas, Austin. Steve continues
retention: The test of a model. Ameri-
interview process. National Associa- to follow the students in this study, while
can Educational Research Journal, tion for Research in Science Teaching Brian completed this research as part of an
21(3), 645-58. meeting. internship.
48 SCIENCE EDUCATOR