Abstract
Physics teachers successfully serving low-socioeconomic communities must have enthusiasm not only for physics teaching but also for working in low socioeconomic schools.
Highlights
School districts throughout the world face the challenge of recruiting high-quality physics teachers to teach in lowsocioeconomic status (SES) schools, where the residents’ education, income, and occupation are below the average level
We examined a program launched in China for preparing teachers to serve low-SES communities located in rural areas
Qualitative data analysis revealed factors that account for the drop of motivation: a broad range of career interests was stirred up by social interactions with college teachers and peers and students’ outcome expectation and self-efficacy was negatively impacted by the challenging subject-matter courses and college teachers’ teaching styles that were significantly different from their high school teachers
Summary
School districts throughout the world face the challenge of recruiting high-quality physics teachers to teach in lowsocioeconomic status (SES) schools, where the residents’ education, income, and occupation are below the average level. Meeting this challenge is essential for ensuring equal opportunities for low-SES students that respond to policy directives that call for “every student succeeds” [1]. Projected teacher shortages are putting at risk physics education and social equity in these communities worldwide Filling this shortfall of high-quality physics teachers is a central challenge facing school systems throughout the world. We discussed the takeaways from this program for other nations based on the findings
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