The Role of Prior Experiences in Black Science Pre-Service Teacher Career Decisions

Abstract

In this study, framed in Expectancy Value Theory (EVT) and Factors Influencing Teaching (FIT) Choice model, I employed an explanatory sequential mixed methods research design to explain which factors influence Black novice and pre-service teachers (NPSTs) to pursue a career in science education. Drawing from EVT, FIT Choice® theory provided a theoretical framework explicitly focused on the antecedent experiences, values, and expectancies of success influencing teaching career choice. Based on this study’s results, Black NPSTs are motivated by many factors, including factors of social utility, ability, and career, and subject area interest. These factors are primarily influenced through prior teaching and learning experiences, such as informal summer camp experiences and tutoring. Understanding the factors that influence Black novice and pre-service teachers to pursue science teaching can help address future recruiting and retention efforts in primary and secondary schools.