A Longitudinal Essay Analysis of Noyce Scholars' Growth in Self-View on Teaching Science in High-Needs School Districts

Autor/inn/en	Bischoff, Paul; French, Paul; Schaumloffel, John
Titel	A Longitudinal Essay Analysis of Noyce Scholars' Growth in Self-View on Teaching Science in High-Needs School Districts
Quelle	In: International Journal of Environmental and Science Education, 12 (2017) 5, S.1217-1232 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	School Districts; Longitudinal Studies; Disadvantaged Schools; STEM Education; Majors (Students); Identification; Teacher Education; Science Teachers; Program Descriptions; Self Concept; Career Choice; Essays; Undergraduate Students; Teacher Orientation; Teacher Attitudes; Educational Experience; Pedagogical Content Knowledge; Knowledge Base for Teaching; Rewards; Barriers; Rural Areas; New York + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; STEM; Identifikation; Identifizierung; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Essay; Aufsatzunterricht; Orientation; Orientierung; Lehrerverhalten; Bildungserfahrung; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Reward; Belohnung; Rural area; Ländlicher Raum
Abstract	In the United States, principal investigators of the National Science Foundation's Noyce Scholars program are challenged with identifying college STEM majors who have a fledgling interest in science teaching and preparing them to teach in high-needs school districts. The purpose of this longitudinal research project was to quantitatively and qualitatively identify STEM majors' self-view on becoming a science teacher when they applied to one college campus based, Noyce Scholars program, and to describe how their self-view on becoming a science teacher in a high-needs school district evolved from their college years into their early careers as science teachers. To address the purpose of the study, researchers quantitatively analyzed emergent themes in a series of three reflective essays written by sixteen Noyce Scholars over a five-year period. The first essay was part of their Noyce Scholars program application; the second essay was written approximately three-years later during their undergraduate coursework; and the final essay was written during their induction year as a science teacher in a high-needs school district. Essay analyses revealed that the Noyce scholars' self-view of teaching science in high-needs schools spreads from a narrow focus on personal experiences as students, to an in-service self-view characterized by broad understandings of some of the challenges, rewards and pedagogical competencies needed to teach science in a high-needs school. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01