Recruitment and retention of STEM teachers through the Noyce Scholarship: A longitudinal mixed methods study

Whitfield, Jennifer; Banerjee, Manjari; Waxman, Hersholt C.; Scott, Timothy P.; Capraro, Mary Margaret

doi:10.1016/j.tate.2021.103361

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…Such issues might be magnified by the influence of the educational system or school leadership (Aslam et al, 2018; Gibbons & Cobb, 2017). This can cause high attrition rates among STEM teachers (Durksen et al, 2021; Jordan et al, 2017; Palermo et al, 2021; Whitfield et al, 2021). Hence, undeniably, the lack of teacher professional development (TPD) to overcome such challenges becomes a major issue in STEM education.…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, research on STEM‐TPD has progressively attracted an increasing amount of attention from both academics and practitioners (Brophy et al, 2008; Chai, 2019; Doyle et al, 2020; Kim, 2019; Lynch et al, 2019). Educators have considered the quality and exhaustiveness of training in enabling STEM teachers to activate integrative STEM learning activities (Whitfield et al, 2021). Such activities aim to train students to solve authentic socio‐scientific issues (Herro & Quigley, 2017; Holmes et al, 2021; Kim et al, 2021), but this requires highly qualified teachers who can acquire the required knowledge and master a variety of skills (Chen et al, 2015; Dailey et al, 2018; Wilson, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Professional development for STEM educators: A bibliometric analysis of the recent progress

Ahmed

Zhang

et al. 2023

Review of Education

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STEM teacher professional development (STEM‐TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database was used as the source of bibliographic data for the period 2011–2021; specifically, 776 articles published in 232 journals were selected for this review. The bibliometric analysis was then carried out using Bibliometrix and VOSviewer to explore trends and patterns in the STEM‐TDP literature. It is essential to note that the analysis does not account for the quality of the selected studies. However, it presents the results using various perspectives such as citation, co‐citation, spatial and lexical networks based on frequencies, network analysis and descriptive patterns. The findings show that the number of relevant publications has grown significantly in recent years, in particular from 2015 to 2021. The findings, based on citation metrics, highlight the most influential authors, institutions and journals in the area. Authors from different countries have contributed to this research area, but there is a low volume of international collaboration among them. The analysis also reveals the dynamic changes in trends, keywords and themes in this research area. The review concludes with some recommendations for future research, and the suggested implications may also benefit other stakeholders in STEM education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Professional development for STEM educators: A bibliometric analysis of the recent progress

Ahmed

Zhang

et al. 2023

Review of Education

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“…Within international research, concerns have been raised over high school teacher recruitment, particularly within the STEM disciplines (Science, Technology, Engineering and Mathematics) (Luft et al, 2011; Whitfield et al, 2021). This has raised a growing interest in the choice and motivation for choosing a career as a teacher.…”

Section: Introductionmentioning

confidence: 99%

Choosing (not) to be a chemistry teacher: Students’ negotiations of science identities at a research-intensive university

Nielsen

Madsen

2023

European Educational Research Journal

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This paper explores how the culture within a Danish university study programme affects students’ aspirations of becoming a high school chemistry teacher. We draw on ethnographic fieldwork and qualitative interviews to describe and analyse the culture of the programme. In the analysis we foreground the case of two students to understand their identity negotiations and changes in their teacher aspirations over time. By combining a ‘domains-of-power framework’ with the concept of ‘science identity’, we show how everyday practices formed a culture of power that positioned research in the centre and teaching as a less attractive career path. By unfolding the subtle mechanisms that together form a culture of power, which works both to include and exclude, we show the ways in which the two student’s aspirations for becoming high school chemistry teachers somewhat diminished over time. The study concludes that negotiating a science identity at a research-intensive university programme, makes it almost impossible to develop and keep an aspiration for becoming a high school teacher. To address the current and future shortage of science teachers across Europe, our findings underline the need for a more inclusive culture at the university to support science students’ diverse aspirations.

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STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs

Kumar,

Moffitt,

Hansen

et al. 2024

J Sci Educ Technol

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Recruitment and retention of STEM teachers through the Noyce Scholarship: A longitudinal mixed methods study

Cited by 5 publications

References 14 publications

Professional development for STEM educators: A bibliometric analysis of the recent progress

Professional development for STEM educators: A bibliometric analysis of the recent progress

Choosing (not) to be a chemistry teacher: Students’ negotiations of science identities at a research-intensive university

STEM Teacher Preparation for High-Need Schools: Inventory of Selected NSF Robert Noyce Programs

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