Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools
Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools
复制标题
DOI：
10.1002/sce.21520
复制
发表时间：
2019-04
影响因子：
4.3
通讯作者：
Meredith W. Kier;Jason A. Chen
中科院分区：
文献类型：
--
作者：
Meredith W. Kier;Jason A. Chen
本研究应用兴趣和动机的心理模型（即兴趣发展模型，Hidi和Renniger，2006年;和自我决定理论，Ryan和Deci，2000年）的六个职前科学诺伊斯学者谁参加了教师准备计划的经验。国家科学基金会的诺伊斯赠款旨在激励数学和科学专业的学生在高需求学区任教。通过这次访谈研究，我们试图了解诺伊斯学者的预先存在的利益和他们在诺伊斯计划的经验如何相互作用，以发展个人的承诺，在高需求的学校环境中教学。案例研究表明，学者们没有在高需求学校的经验，抽象的想法，教师，学生和资源在这些情况下，和不同程度的初始连接（瑞安和德西，2000年），以教学高需求的学校设置。学者们发现，对各种高需求学校的实地考察（即，农村和城市），激发了他们在类似环境中教学的兴趣。职前科学教师的新兴的兴趣和水平的承诺，在高需求的学校教学后，教师准备计划是依赖于特定的背景下掌握的经验和自主权，在他们的长期临床实践经验。这项研究为教师教育工作者提供了启示，他们正在招募和准备学生在高需求的学校环境中任教。
This study applies psychological models of interest and motivation (i.e. a model of interestdevelopment, Hidi and Renniger, 2006; and self-determination theory, Ryan and Deci, 2000) to the experiences of six pre-service science Noyce scholars who participated in a teacher preparation program. The National Science Foundation’s Noyce grant aims to incentivize mathematics and science majors to teach in high-needs school districts. Through this interview study, we sought to understand how Noyce scholars’ pre-existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high-needs school settings. Case studies reveal that scholars had no prior experiences in high-needs schools, abstract ideas about teachers, students, and resources in these contexts, and varying degrees of initial connectedness (Ryan and Deci, 2000) to teaching in high-needs school settings. Scholars found that site visits to diverse high-needs schools (i.e., rural and urban) triggered their interest to teach in similar contexts. Preservice science teachers’ emerging interest and level of commitment to teaching in high-needs schools following the teacher preparation program was dependent upon context-specific mastery experiences and autonomy within their long-term clinical field experience. This study offers implications for teacher educators who are recruiting and preparing students to teach in high-needs school contexts.