Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
复制标题
高素质还是低素质？
DOI：
10.1093/biosci/biv093
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发表时间：
2015
期刊：
影响因子：
10.1
通讯作者：
Gregory T. Rushton
中科院分区：
文献类型：
--
作者：
S. J. Polizzi;Jeremy Jaggernauth;H. Ray;Brendan E. Callahan;Gregory T. Rushton
在这份报告中，我们使用国家教育统计中心的学校和人员配置调查数据，追踪了生物教师的历史人口统计特征，生物教师是1987至2007年间科学领域最大的学科教育劳动力。在此期间，尽管这一群体的规模增长了50%以上，但他们变得越来越缺乏经验，男性越来越少占主导地位。生物教师也主要是从现场学位毕业生中挑选出来的，他们的种族身份仍然是一致的。我们将我们的数据与之前的研究综合起来，得出结论：在所有科学教师中，生物教师最有可能在他们的工作量中教授学科外的知识。我们讨论了大量的、高素质的教师群体超出其课程内容范围的部分课程负担的后果，因为这与自我效能和职业认同有关。在这些发现的背景下，对大规模STEM教育改革和受过科学教育的美国人口的影响进行了审查。
In this report, we trace the historical demographic features of biology teachers, the largest disciplinary education workforce in science between 1987 and 2007, using data from the National Center for Education Statistic's Schools and Staffing Surveys. While growing in size by more than 50% during this period, this population became increasingly inexperienced and less male dominated. Biology teachers also were drawn primarily from in-field degree graduates and remained racially homogeneous. We synthesize our data with previous studies to conclude that biology teachers are most likely among all science teachers to teach outside of their discipline as part of their workload. We discuss consequences of a large, highly qualified teacher population stepping outside of their content area for part of their course load, as it relates to self-efficacy and professional identity. Implications for large-scale STEM education reform and a scientifically literate US population are examined within the context of these findings.