Attracting Science and Mathematics Ph.D.s to Secondary School Education (2000) / Chapter Skim
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Appendix D: Interviews with Ph.D.s in K-12 Science and Mathematics Education
Appendix D: Interviews with Ph.D.s in K-12 Science and Mathematics Education
Pages 127-138
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From page 127... ...
they encountered in taking K-12 education positions, and how they handled teacher certification. We also asked for the effects of financial or family considerations on their career paths.
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From page 128... ...
Eight of the 18 Ph.D.s interviewed were teaching or had taught at private/independent schools and three of the eight private schools were religious in orientation. · Seven of the ~ ~ had taught at the college or university level prior to entering the secondary education environment.
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Two felt it was necessary for career development since they ultimately wanted to return to college level teaching in curriculum development. One said it permitted him to do research in the summer months in his area of specialization.
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One stated that he couldn't teach in private schools in the South because of his religious persuasion, since most of the private schools in the South were of a religious orientation. One person in curriculum development was worned about her career path because she had never taught in secondary science classrooms, but was responsible for organizing the volunteer program at a nearby university and preparing science kits.
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Nine said that they were faced with geographic restrictions due to family issues (spouse's job or custody issues) so they were constrained to find a job that they would like within a narrow geographic focus.
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One person stated "If ~ went in there with what thought was teaching, no way would it have worked in mirld(le schools." Another private school teacher stated "it is a big mistake that private schools don't require certification." His "teacher education] program was abysmal, but it did make him think about teaching and learning about alternate ways to present the material.
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Seven had left teaching in high schools, but all felt they were still teaching, albeit in a nontraditional environment: three taught educational workshops at research institutions, one is now teaching at a community college, one is preparing science kits for statewide distribution, one is coordinating teacher education program at major research university, and one has returned to teaching after doing well in the stock market.
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From page 134... ...
Five of the teachers in the private school setting volunteered that they were "very happy" with their choice. Public school teachers never said they were unhappy, but only one made the statement about being "very happy." Another teacher noted that teaching was a creative process, that one never does the same thing twice.
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It is really hard to change careers the first time, but after that it is no big deal." One respondent noted there was a group of graduate students at a major research university who felt like they were failures in the eyes of their peers. The students '~found research is cold and impersonal, but Widen 't know how to break through without starving to death.
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What future do you envision for science and mathematics doctorates entering into secondary school teaching? Twelve believed that the future for science teaching was "good" to "very good," especially in light of the new science curriculum reform movement.
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Ph.D.s interested in secondary education teaching could volunteer to help science teachers during these exercises, providing a knowledgeable resource and, in return, getting experience in the classroom.
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Such positions would probably only require an associate's degree to be qualified and aides could potentially be hired at a relativity low cost to the school districts. Improve the quality of the teacher education classes required for certification.
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