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ARISE / Annotated Bibliography / The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools

The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools

Summary

An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients (“scholars”), most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: “What are Noyce scholars’ reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?” In-depth interviews were conducted and analyzed, resulting in a theoretical model of their career paths that revealed that some components of teacher education played a role in the scholars’ career paths. Specifically, the role of teacher education programs in providing ongoing support and specific preparation for high-need settings was influential on the scholars’ career paths.

Authors

Allison Kirchhoff, Frances Lawrenz

Organization/Affiliation

University of Minnesota Twin Cities

Year

2011

Discipline

Mathematics, Science, Technology

Resource Type

Article - Peer-reviewed Journal

URL

https://journals.sagepub.com/doi/abs/10.1177/0022487110397840

Citation

Kirchhoff, A. & Lawrenz, F. (2011). The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools. Journal of Teacher Education 62(3), 246-259.

Content Focus

Clinical Preparation and Partnerships, Pedagogy, Recruiting and Supporting Candidates, Retention, Support, and Tracking of Graduates

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.

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