Gender Differences in the Professional Goals of Preservice Secondary Mathematics and Science Teachers.

Autor/in	Styer, Sandra
Titel	Gender Differences in the Professional Goals of Preservice Secondary Mathematics and Science Teachers.
Quelle	(1995), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Career Change; Gender Issues; Higher Education; Mathematics Education; Mathematics Teachers; Preservice Teacher Education; Science Education; Science Teachers; Secondary Education; Secondary School Teachers; Sex Differences; Student Educational Objectives; Student Motivation; Teacher Certification + Suchen Sie Ihr Suchwort? Schulleistung; Career changes; Berufswechsel; Geschlechterfrage; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Science; Science teacher; Wissenschaft; Sekundarbereich; Sex difference; Geschlechtsunterschied; Schulische Motivation
Abstract	This study, conducted at Northeastern Illinois University, examined gender differences in professional goals of 95 degreed, professionally experienced students seeking secondary certification in mathematics and science (50 females and 45 males). An analysis of the stated goals found that all goals could be assigned to the following 10 categories: (1) fostering students' interest in mathematics and the natural sciences; (2) stimulating students' interest in mathematics and science related careers; (3) promoting students' academic achievement in mathematics and science; (4) promoting the development of students as whole persons; (5) serving as positive role models for students; (6) achieving one's own professional goals and gaining personal satisfaction; (7) fully utilizing and sharing academic and professional expertise; (8) making a contribution to the larger community; (9) eliminating students' fear and anxiety related to mathematics and science; and (10) addressing gender issues in mathematics and science. Gender differences were found in most of these categories. For example, the greatest difference was related to goal 6 (55 percent of males and 28 percent of females noted this as a goal), and goal 4 (56 percent of females and 35 percent of males). The findings suggest that teacher educators who are sensitive to the possibility of gender differences in their students' goals can assist these preservice teachers in developing and attaining more comprehensive and broad-ranging goals that will positively impact the future teachers' secondary students. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC