Understanding science majors' views towards becoming a science teacher in the UK and Canada

ESRC：Emily MacLeod：ES/P000592/1.这次交流为我提供了在科学身份研究中发展我现有的专业知识的机会，并在教师教育和教师身份研究领域建立了联系。全球教师严重短缺；这是一个持续存在的问题，对学校及其学生具有深远的负面影响。英国的教师短缺问题尤其严重。我在英国攻读博士学位，我本人也曾在那里当过教师。在过去的七年里，英格兰的政府教师招聘目标一直未能实现。然而，这种短缺并没有均匀分布，并引发了重大的社会正义问题。例如，据估计，英格兰的学校将需要额外的6.8万名黑人和少数族裔教师，以便劳动力反映出它所教授的人口。理科尤其面临一些最严重的教师短缺问题。但是，到目前为止，吸引更多人从事科学教学的激励措施并没有对这种短缺产生重大影响，而且往往是经济上的；基于这样的假设，即科学毕业生在相对较低的教师岗位之外可以赚到相当多的钱。与英格兰教师短缺的充分证据不同，目前对加拿大教师短缺规模的研究很少，部分原因是不同省份的治理和背景不同。然而，与近年来教师过剩形成对比的是，现在有迹象表明，教师越来越短缺。今年夏天，我打算在魁北克完成这次交流。魁北克政府报告说，该省有超过250000个教师空缺，有人担心新冠肺炎可能会让情况变得更糟。与英国一样，加拿大教师队伍中有色人种的代表性也严重不足，而且还在不断增加。在加拿大人口日益多样化的背景下，这一点尤其令人担忧。同样在英国，这种短缺并不是均匀分布的。理科教师是最需要的。然而，与英国不同的是，加拿大的教师工资是经合组织成员国中最高的，而且还没有实施针对特定学科的激励措施。科学教师的短缺尤其令人担忧，因为全球公认的STEM(科学、技术、工程和数学)技能短缺可能会因为新冠肺炎而增加，在英格兰和加拿大都是如此。如果没有足够的合格科学教师，对更多年轻人在STEM学习和工作的需求将无法满足。然而，为了改善这种情况，我们需要更好地了解科学教师的供应模式。到目前为止，对科学(和其他学科)教师供应的研究一直是由教师教育专家进行的。从这一点我们知道，科学教师报告成为教师并不是因为他们一直想要这样做，而是在有了积极的类似教学的经历之后。我们还从主持人和主办方的现有科学身份研究中了解到，社会和文化影响影响着人们是否以及如何认为不同的科学角色“对我来说”。这种交流将帮助我发展我的研究和沟通技能，同时进行比较研究，以加深对谁想要成为英国和加拿大的科学教师，以及为什么想要成为科学教师的理解，这一点很重要。我将在我现有的年轻人科学认同感培养方面的专业知识基础上，向贡萨尔维斯博士和她的同事们学习科学教师认同感方面的专业知识，以及类似教学的经历如何影响这些认同感。将这些领域结合起来，将有助于我理解人们的身份如何塑造他们对成为科学教师的感受。

ESRC : Emily MacLeod : ES/P000592/1.This exchange provides me with the opportunity to develop my existing expertise within science identities research, and make links within the field of teacher education and teaching identities research. There is a critical shortage of teachers globally; an ongoing issue which has far-reaching and negative consequences for schools and their students. The teacher shortage in the UK, where I am conducting my PhD and where I myself was a teacher, is particularly acute. Government teacher recruitment targets in England have been missed for the last seven years. However, this shortage is not evenly spread, and raises significant social justice concerns. For example, it has been estimated that schools in England would need an additional 68,000 Black and minority ethnic teachers for the workforce to reflect the population it teaches. Science especially faces some of the worst teacher shortages. But incentives to attract more people into science teaching have so far failed to make a significant impact on this shortage, and have tended to be financial; based upon the assumption that science graduates can earn considerably more outside of the relatively low-paid role of teaching.Unlike the well-documented shortage of teachers in England, there is currently very little research into the scale of the teacher shortage in Canada, partly due to differences in governance and contexts across the different provinces. However, in contrast to the surplus of teachers seen in recent years, there are now signs of an increasing shortage of teachers. This summer in Québec, where I intend to complete this exchange, the government reported that there were over 250 empty teacher vacancies in the province, and there are concerns that Covid-19 is likely to make things worse. As in England, there is also a severe and growing underrepresentation of people of colour in Canada's teaching workforce. This is particularly worrying within the context of an increasingly diverse Canadian population. Also as in England, this shortage is not spread evenly. Science teachers are some of the most needed. However, unlike in England, teacher salaries across Canada are amongst the highest of the OECD community, and subject-specific incentives have yet to be used.The shortage of science teachers especially, seen in both England and Canada, is of particular concern given that there is a globally-recognised STEM (Science, Technology, Engineering and Mathematics) skills shortage, likely to increase due to Covid-19. This growing demand for more young people studying and working in STEM will not be met without enough qualified science teachers. Yet in order to improve this situation, we need to better understand science teacher supply patterns. To date, research into teacher supply in science (and other disciplines) has been conducted by specialists in teacher education. From this we know that science teachers report becoming teachers not because they always wanted to, but after having had positive teaching-like experiences. We also know from existing science identities research from both the host and home supervisors that social and cultural influences work to influence whether and how people see different sciences roles as 'for me' or not.This exchange will help me to develop my research and communication skills whilst conducting comparative research to develop understandings of who does, and importantly who does not, want to become a science teacher in the UK and Canada, and why. I will build upon my existing expertise in science identity development amongst young people, and learn from the expertise of Dr Gonsalves and her colleagues in science teacher identities, and how teaching-like experiences can affect these identities. Combining these fields will help me to contribute to understandings of how people's identities shape how they feel about becoming science teachers.