Shaping the STEM Teacher Workforce: What University Faculty Value about Teacher Applicants. Working Paper No. 295-0324

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  • Additional Information
    • Availability:
      National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: [email protected]; Web site: https://caldercenter.org
    • Peer Reviewed:
      N
    • Source:
      42
    • Sponsoring Agency:
      National Science Foundation (NSF), Division of Undergraduate Education (DUE)
    • Contract Number:
      1950030
    • Education Level:
      Higher Education
      Postsecondary Education
      High Schools
      Secondary Education
    • Subject Terms:
      College Faculty; STEM Education; Preservice Teachers; Courses; Academic Achievement; College Entrance Examinations; Grade Point Average; Teacher Certification; Tests; Scores; Student Diversity; Minority Group Teachers; Grades (Scholastic); Teacher Characteristics; College Applicants; Preferences; Teacher Education Programs; Preservice Teacher Education; Student Characteristics; Experience
    • Abstract:
      Who ends up in the teacher workforce is greatly influenced by who is admitted into teacher education programs (TEPs). To better understand how the preferences of teacher education faculty might shape admissions of STEM teacher candidates, we surveyed faculty who teach content or methods courses to STEM teacher candidates across five universities. Faculty reported that they most value information collected from individual interviews with applicants and data on the number of STEM courses taken in college and their performance in these courses, and least value data on university admissions tests, high school GPA, and teacher licensure test scores. When we investigate faculty members' revealed preferences through a conjoint analysis, we find that faculty most value applicants who have worked with students from diverse backgrounds and applicants from a marginalized racial or ethnic community, and least value whether they received high grades in math and/or science courses. Finally, we find significant variation in these perceptions across respondents in different faculty roles, who teach different courses, and from different institutions: for example, Arts and Sciences faculty tend to value TEP applicants' performance in college STEM courses relatively more than STEM education faculty, while STEM education faculty tend to value applicants' race and ethnicity relatively more than Arts and Sciences faculty.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED652793