Literaturnachweis - Detailanzeige
| Autor/inn/en | Kirchhoff, Allison; Lawrenz, Frances |
|---|---|
| Titel | The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers' Career Paths in High-Need Schools |
| Quelle | In: Journal of Teacher Education, 62 (2011) 3, S.246-259 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4871 |
| DOI | 10.1177/0022487110397840 |
| Schlagwörter | Grounded Theory; Preservice Teacher Education; Research Design; Teacher Education Programs; Scholarships; Teacher Role; STEM Education; Interviews; Job Satisfaction; Teachers; Case Studies; Surveys |
| Abstract | An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients ("scholars"), most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: "What are Noyce scholars' reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?" In-depth interviews were conducted and analyzed, resulting in a theoretical model of their career paths that revealed that some components of teacher education played a role in the scholars' career paths. Specifically, the role of teacher education programs in providing ongoing support and specific preparation for high-need settings was influential on the scholars' career paths. (Contains 7 tables and 2 figures.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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