The Front End of the STEM Teacher Pipeline: Early Career STEM Teachers' Field Experiences and Perceptions of Preparation. Working Paper No. 254-0721

Autor/inn/en	Goldhaber, Dan; Theobald, Roddy; Choate, Kathryn; Brown, Nate
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	The Front End of the STEM Teacher Pipeline: Early Career STEM Teachers' Field Experiences and Perceptions of Preparation. Working Paper No. 254-0721
Quelle	(2021), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Elementary Secondary Education; Beginning Teachers; Public School Teachers; Teacher Attitudes; Cooperating Teachers; Field Experience Programs; Teaching Experience; Program Effectiveness; Preservice Teacher Education; Student Teachers; Classroom Environment; Classroom Techniques; Predictor Variables; English Language Learners; Economically Disadvantaged; Self Efficacy; Readiness; Washington + Suchen Sie Ihr Suchwort? STEM; Junior teacher; Junglehrer; Lehrerverhalten; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Klassenklima; Unterrichtsklima; Klassenführung; Prädiktor; Self-efficacy; Selbstwirksamkeit
Abstract	A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We use data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation are related to student teaching placements and current classroom environment. We find evidence that the composition of students in student teaching classrooms are predictive of STEM teachers' perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English Language Learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01