Literaturnachweis - Detailanzeige
Autor/inn/en | Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko |
---|---|
Titel | Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings |
Quelle | In: Journal of Science Teacher Education, 25 (2014) 1, S.53-77 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1046-560X |
DOI | 10.1007/s10972-013-9360-1 |
Schlagwörter | Science Teachers; Student Recruitment; Preservice Teacher Education; Secondary School Science; Science Instruction; Internship Programs; Informal Education; Student Employment; Teaching (Occupation); Science Careers; Career Choice; Vocational Interests; Career Planning; Attitude Change; College Students; Majors (Students); College Science; Program Effectiveness; Secondary School Teachers Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Berufspraktische Ausbildung; Informelle Bildung; Nichtformale Bildung; Studentenarbeit; Teaching; Lehrberuf; Berufsinteresse; Karriereplanung; Attitudinal change; Einstellungsänderung; Collegestudent |
Abstract | Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns' subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers' pay and classroom management. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |