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
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