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.
University of Minnesota Twin Cities
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.