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An earlier form of this paper was presented at the annual meeting of the Association for the Education of Teachers of Science, Colorado Springs, January 20, 2005
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Science Education Policy
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Where can we find future K-12 science and math teachers? a search by academic year, discipline, and academic performance level†‡§
Article first published online: 22 SEP 2005
DOI: 10.1002/sce.20088
Copyright © 2005 Wiley Periodicals, Inc.
Additional Information
How to Cite
Moin, L. J., Dorfield, J. K. and Schunn, C. D. (2005), Where can we find future K-12 science and math teachers? a search by academic year, discipline, and academic performance level. Sci. Ed., 89: 980–1006. doi: 10.1002/sce.20088
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Work on this project was supported by NSF grant EHR-0227016. The opinions expressed in this paper are those of the authors and do not necessarily reflect those of the Foundation
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This paper was edited by former Section Editor Angelo Collins
Publication History
- Issue published online: 17 OCT 2005
- Article first published online: 22 SEP 2005
- Manuscript Accepted: 18 MAR 2005
- Manuscript Revised: 17 FEB 2005
- Manuscript Received: 25 OCT 2004
- Abstract
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Abstract
Responding to the increasing math and science teacher shortage in the United States, this study intended to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. Results may aid policymakers and practitioners in making most effective use of this traditional undergraduate candidate pool when designing K-12 science and math teacher recruitment programs. A survey of SEM majors from two research-oriented, urban universities is used to assess participants' interest in K-12 teaching both compared to other career choices and in isolation. Results indicate that the more successful targets for K-12 teacher recruitment include (1) SEM undergraduates in their junior and senior years independent of SEM major, (2) SEM undergraduates with mid-academic performance levels independent of SEM major and academic year, and (3) math majors followed by natural science majors and, as least promising targets, engineering majors. Results remain independent from gender and ethnicity variables. © 2005 Wiley Periodicals, Inc. Sci Ed89:980–1006, 2005