ARISE

Advancing Research & Innovation in STEM Education of Preservice Teachers in High-Needs School Districts

NSF
  • Home
  • About
    • About ARISE
    • ARISE Evaluation
    • ARISE Advisory Board
    • ARISE Team
    • About AAAS
    • About NSF
  • Blog
    • ARISE Blog Submission Criteria
  • What’s New?
    • News
    • Newsletters
  • Resources
    • Noyce Track 4 Research Book
    • Commissioned Papers
    • ARISE Webinars
    • NSF Proposal Preparation Webinars
    • Bibliography
      • Annotated Bibliography
      • Promising Practices
    • ARISE Convenings
      • Upcoming Meetings & Presentations
      • Past Meetings & Presentations
        • Noyce Regional Dialogues
    • Helpful Links
  • Opportunities
    • Submit an Evidence-Based Innovation
      • ARISE Evidence-Based Innovation Guidelines
    • Submit a Research Article/Report
    • Submit Ideas for Our Blog/Webinar/Newsletter
    • Grants
    • Dissemination
    • Professional Development Opportunities
  • Contact
    • Subscribe
ARISE / Annotated Bibliography / Recruiting Future Physics Teachers through a Field-Based Summer Enrichment Program

Recruiting Future Physics Teachers through a Field-Based Summer Enrichment Program

Summary

Our study proposed to determine whether any aspect of a Noyce program intervention, in particular a summer program, affected students’ decisions to teach or not teach physics in a high–need school. Research was guided by the following questions: (1) In what ways does the program presented here compare to other Noyce programs being conducted at other universities for similar purposes? (2) How do physics majors’ ideas about education shift as a result of participating in a summer physics teaching program?  Our chapter begins with an overview of the challenges to recruitment of STEM teachers, and more specifically, physics teachers, and then explains the methodological framework for the study along with the research context. An overview of the participants, a description of the program and its uniqueness, and the data collected are included. Findings demonstrate how the impact of the summer program compares to that of other Noyce programs. We highlight two representative cases: one participant who entered with interest in teaching and left with a resolved determination of the importance of this path, and another participant who was ambivalent at the start of the program, had a positive experience throughout, but left still unsure about whether teaching was the right choice for him. These cases and other participant insights highlight some of the themes present in the data including the program’s emphasis on educational theory and practical exposure, opportunities for teaching in diverse contexts, and the impact of prior teaching and learning experiences on participants’ interest in education. The strengths of the program and future areas worth exploring around STEM teacher recruitment are discussed.

Authors

Marissa C. Bellino, AJ Richards, Melissa Chessler, Lauren Madden, Nathan Magee

Organization/Affiliation

The College of New Jersey

Year

2019

Noyce Award Number

1557357

Grade Level

Undergraduate-level (initial teacher preparation)

Discipline

Science

Resource Type

Book - Chapter

URL

https://books.google.com/books?hl=en&lr=&id=V9GhDwAAQBAJ&oi=fnd&pg=PA259&ots=snLNQiPyaX&sig=jsacz2JuJLsKXbBPoyJ-ZNNikEQ#v=onepage&q&f=false

Citation

Bellino, M. E., Richards, A. J., Chessler, M., Madden, L., & Magee, N. (2019). Recruiting future physics teachers through a field-based summer enrichment program. In C.R. Rinke & L. Mawhinney (Eds.),  Opportunities and challenges in teacher recruitment and retention: Teachers’ voices across the pipeline,  259-282. Information Age Publishing (IAP).

Content Focus

Recruiting an effective and diverse teacher workforce, Recruiting and Supporting Candidates

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

AAAS

ARISE is Brought to You by NSF and AAAS - The World's Largest General Scientific Society

  • About AAAS ARISE
  • AAAS ISEED
  •  
  • Subscribe to ARISE
  • Contact Us
  •  
  • Privacy Policy
  • Terms of Use
© 2023 American Association for the Advancement of Science