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Declining enrollments in teacher preparation programs across the United States signal a critical need for institutions of higher education to consider innovative recruitment initiatives. This pilot study investigates a novel approach to recruiting undergraduates into a teacher preparation program. Nine participants, mostly first-year college students, engaged in a year-long experiential learning program. The program provided participants with an early teaching experience in a classroom-like setting by engaging them in the collaborative development, planning, and teaching of mathematics in a summer camp for high school students. Data were collected throughout the year on their: planned major, attitudes towards mathematics and mathematics education, mathematics teaching self-efficacy, and perceptions of the program. Results showed the program was successful at improving attitudes, increasing self-efficacy, and stimulating reflection on a potential career as a mathematics teacher. Participants also shared positive impressions of the experience. Implications for research and future practice are discussed.
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Challenges and supports for secondary science and mathematics teacher retention
Abstract More research related to effective ways to support and retain teachers in the teaching profession is necessary as the need for science and mathematics teachers continues to grow. Understanding how teachers perceive challenges and experience support early in their career can contribute to building environments which foster teacher retention. This mixed‐method study explored the influences on the self‐efficacy and career satisfaction of a group of 21 early‐career (2–6 years of classroom experience) secondary science and mathematics teachers who participated in a traditional university preparation program and scholarship program to prepare them for teaching in high‐need school districts. Using data from an efficacy survey and semistructured interviews, this study measured changes in teacher efficacy and described teacher leadership experiences, perceived teaching challenges, and valued supports. Results found no change in teachers' self‐efficacy scores although mean outcome expectancy scores decreased. Teachers' identification as a teacher leader was correlated with science or mathematics teaching self‐efficacy. Qualitative coding of the interviews revealed ways in which assessments, workload, school structures and polices, administration, students, and teacher community either contributed to teachers reported difficulties or supported them as early‐career teachers. The discussion offers suggestions for ways to increase secondary science and mathematics teachers' job satisfaction.
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- Award ID(s):
- 2151036
- PAR ID:
- 10499963
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- School Science and Mathematics
- Volume:
- 124
- Issue:
- 5
- ISSN:
- 0036-6803
- Format(s):
- Medium: X Size: p. 307-322
- Size(s):
- p. 307-322
- Sponsoring Org:
- National Science Foundation
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