The Front End of the STEM Teacher Pipeline: Early Career STEM Teachers' Field Experiences and Perceptions of Preparation. CEDR Policy Brief. No. 07082021-1-1

Autor/inn/en	Goldhaber, Dan; Theobald, Roddy; Choate, Kathryn; Brown, Nate
Institution	University of Washington, Bothell. Center for Education Data & Research (CEDR)
Titel	The Front End of the STEM Teacher Pipeline: Early Career STEM Teachers' Field Experiences and Perceptions of Preparation. CEDR Policy Brief. No. 07082021-1-1
Quelle	(2021), (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Student Teaching; Teacher Attitudes; Classroom Environment; Teacher Competencies; Program Effectiveness; Experiential Learning; Elementary Secondary Education; Public Schools; Preservice Teacher Education; Predictor Variables; Teacher Characteristics; Cooperating Teachers; Gender Differences; Student Characteristics; Washington + Suchen Sie Ihr Suchwort? STEM; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Klassenklima; Unterrichtsklima; Lehrkunst; Experiental learning; Erfahrungsorientiertes Lernen; Public school; Öffentliche Schule; Lehramtsstudiengang; Lehrerausbildung; Prädiktor; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt
Abstract	A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We use data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation are related to student teaching placements and current classroom environment. We find evidence that the composition of students in student teaching classrooms are predictive of STEM teachers' perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English Language Learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom. (As Provided).
Anmerkungen	Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01