How can K-12 educators encourage high school students to
consider a career of teaching STEM?
Compiled by Jane Jackson. Jane.Jackson@asu.edu April 2016
I recommend these three resources from Illinois, for STEM
teachers, administrators, professional associations, state departments of
education. (The booklet and
brochure should be adapted for each state.)
Carl Wenning is the chief author; his physics teacher preparation
program has been 2nd largest in the nation for many years. Carl organized Modeling Workshops for 5
years.
Recruiting the Next Generation of Middle and High School
Science Teachers
http://www2.phy.ilstu.edu/pte/publications/booklet4.pdf
A Career in Science Teaching? Think About It!,
http://www2.phy.ilstu.edu/pte/publications/brochure3.pdf
Repairing the Illinois high school physics teacher pipeline:
Recruitment, preparation and retention of high school physics teachers
Carl J.
Wenning, Department of Physics, Illinois State University, Normal, IL
61790-4560.
J. Phys.
Tchr. Educ. Online 2(2), November 2004
http://www2.phy.ilstu.edu/pte/publications/illinois_pipeline.pdf
[I quote from the article: Survey results show that] in-service teachers do NOT appear to
actively recruit their students to become teachers; at best, it appears that
most teachers model appropriate teaching practices in the hope (or expectation,
itÕs not clear) that students will self-select careers in the teaching of
science. ... Survey results also show that physics teachers do not consciously
involve their prospective teacher candidates in teaching activities or
situations that are important to their decisions to become physics teachers.
[Below, I quote recommendations in the article, based on research
that is discussed earlier in the article.]
The Committee recommends that in-service teachers of physics and
physical science should be encouraged to:
* continue to indirectly recruit students through excellent
science teaching
* directly recruit their students to careers in science
teaching using a low-key approach
* talk with all students about the need for science teachers
* appeal to the altruism of students
* talk about the joys of teaching
* talk about teaching as a profession
* emphasize the day-to-day applicability of physics
* get students involved in a wide variety of teaching experiences
* involve students in out-of-class science activities
* conduct science outreach activities such as interclass and
inter-school competitions
* host a peer-oriented science club, science fair, physics day,
science olympiad
* conduct science outreach activities for younger children
The Committee recommends these actions of ALL science teachers at
ALL levels – elementary school through university level. Many people who
select specific careers as doctors, lawyers, scientists, and teachers are found
to first have given thought to these and similar professional careers in early
childhood. Elementary school teachers, therefore, should think in terms of
planting ÒseedsÓ with respect to careers in science teaching in the hope that
these seeds will be nurtured and then harvested by high school science teachers
as well as community college and university faculty. In addition, attitude
changes are required among science teachers at all levels. We should discourage
the attitude that says Òexcellent students are too good for teachingÓ and
should encourage teaching as a worthy goal for even the very best of students.
Attitudes should be changed from ÒThose who can, do; those who canÕt, teach!Ó
to ÒThose who can, teach!Ó
In light of the fact that physics (and possibly other science)
teacher recruitment is being broadly ignored, the Committee recommends that a
generic guide booklet for science teacher recruitment be prepared on the basis
of the finding of this report ...
...
The question naturally arises about which students to
recruit. ... Research suggests
that selectivity plays an important role on teacher success and student
achievement, especially at the secondary level (Rice, 2003). Prospective
candidates for recruitment should, therefore, be selected on the basis of
personal abilities and attributes most consistent with those of a good science
teacher. The abilities extend to scholarship, leadership, and character. The
Committee recommends that the following types of students should be directly recruited for
careers in science teaching if they exhibit a preponderance of the following
traits or have the potential for developing them:
* altruistic personality
* self-confidence, self-awareness and self control
* good academic ability in science
* high interest in science
* interest in learning via active inquiry
* good Òstage presenceÓ
* high degree of internal motivation
* enjoys teaching experiences
* strong work ethic
* strong sense of personal integrity (ethical conduct, honesty)
* extrovert with good Òpeople skillsÓ
* leadership skills
* a helper of peers
* an after-school Òhanger onÓ
In short, students to be recruited will express interest in
science and demonstrate character traits similar to those promoted in the
nationally acclaimed Character Counts! school program – trustworthiness, respect, responsibility, a sense of
fairness, caring for other, and good citizenship. (Character Counts!, 2004.
https://charactercounts.org/program-overview/six-pillars
)
Links
to these and other resources by Carl Wenning are at
http://modeling.asu.edu/modeling/weblinks.html.
Scroll to the bottom.