Abstract
This multiple-case study was conducted to evaluate claims that the literature on the recruitment of science majors into science teaching is sparse and unable to adequately explain why undergraduates decide to pursue science teaching. I interviewed six undergraduate science majors who have committed to an initial science teacher preparation program to ascertain their motivations for choosing a career in teaching. This analysis reveals that the literature has not adequately identified all the reasons why a group of science majors decided to pursue science teaching. Four novel motives were identified which should inform future research into science teacher recruitment.
Highlights
Students, those who attend public schools in low income, high minority areas, are increasingly likely to have out-of-field teachers for science (Cross, 2017; Kahle & Kronebusch, 2003; Moin, Dorefield, & Schunn, 2005; Sutcher, Darling-Hammond, & Carver-Thomas, 2016)
Six undergraduate science majors who have committed to an initial science teacher preparation program were interviewed to ascertain their motivations for choosing a career in teaching
I have found that while some of their reasons for becoming science teachers have been discussed in the literature on science teacher recruitment, several of their motivations have not yet been described
Summary
Those who attend public schools in low income, high minority areas, are increasingly likely to have out-of-field teachers for science (Cross, 2017; Kahle & Kronebusch, 2003; Moin, Dorefield, & Schunn, 2005; Sutcher, Darling-Hammond, & Carver-Thomas, 2016). A review of the literature related to the recruitment of science majors into science teaching does reveal insights into how career interest in science teaching forms, which factors contribute to the development of interest in science teaching, and what strategies are likely to be effective to recruit science majors into science teaching, it reveals that existing studies include primarily white, female participants and have relied almost exclusively on the use of surveys In this multiple-case study, I use a content analysis approach to reveal the factors that motivated six diverse undergraduate science majors to enter a science teacher preparation program. These six science majors’ decisions to enter teaching were motivated by four novel factors: the professions’ alignment to their identities and values, the sense of community found in their college of education, a desire to enter the workforce quickly, and the negative example of prior teachers
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