Reasons for Teaching: A Mixed-Methods Examination of the Sherman STEM Teacher Scholars Program.

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Bibliographic Details
Title:	Reasons for Teaching: A Mixed-Methods Examination of the Sherman STEM Teacher Scholars Program.
Authors:	Goings, Ramon B.¹ rgoings@umbc.edu, Boyd, Brittany² bboyd@air.org
Source:	Teacher Education Quarterly. Fall2024, Vol. 51 Issue 4, p6-27. 22p.
Subject Terms:	STEM education, Teacher education, Educational benefits, Psychology of students, Scholarships, Curriculum, Vocational guidance, Mixed methods research
Abstract:	This sequential explanatory mixed-methods study explored the reasons why 36 college students who participated in the Sherman science, technology, engineering, and mathematics (STEM) Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, pursued careers in teaching and which program components influenced their career decisions. Findings reveal that STEP students who rated teaching benefits higher were more likely to plan to teach. Interviews with 7 STEP members revealed that STEP provided an opportunity for students to connect coursework to their future careers as teachers. Similarly, STEP participants were provided space to develop meaningful relationships within the program, which strengthened their desire to teach. Findings indicate that support services, as well as hands-on experiences, contributed to positive student perceptions of the program and increased interest in teaching while simultaneously showing some students that teaching was not their desired career. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	This sequential explanatory mixed-methods study explored the reasons why 36 college students who participated in the Sherman science, technology, engineering, and mathematics (STEM) Teacher Scholars Program (STEP), a STEM teacher scholarship and career preparation program, pursued careers in teaching and which program components influenced their career decisions. Findings reveal that STEP students who rated teaching benefits higher were more likely to plan to teach. Interviews with 7 STEP members revealed that STEP provided an opportunity for students to connect coursework to their future careers as teachers. Similarly, STEP participants were provided space to develop meaningful relationships within the program, which strengthened their desire to teach. Findings indicate that support services, as well as hands-on experiences, contributed to positive student perceptions of the program and increased interest in teaching while simultaneously showing some students that teaching was not their desired career. [ABSTRACT FROM AUTHOR]
ISSN:	07375328