A sense of belonging: The role of higher education in retaining quality STEM teachers

There is an alarming shortage of qualified STEM teachers in American PK-12 schools. The COVID-19 pandemic may exacerbate this crisis and consequently affect who participates in future STEM innovation. At three points during the pandemic, we surveyed early career teachers who were supported by the Na...

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Detalles Bibliográficos
Autores principales: Balgopal, Meena M., Weinberg, Andrea E., Sample McMeeking, Laura B., Lin Hunter, Danielle E., Wright, Diane S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2022
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9385046/
https://www.ncbi.nlm.nih.gov/pubmed/35976904
http://dx.doi.org/10.1371/journal.pone.0272552
Descripción
Sumario:There is an alarming shortage of qualified STEM teachers in American PK-12 schools. The COVID-19 pandemic may exacerbate this crisis and consequently affect who participates in future STEM innovation. At three points during the pandemic, we surveyed early career teachers who were supported by the National Science Foundation as they began teaching in high-needs school districts. Teachers who felt connected to their professional and academic communities reported intentions to remain in the profession, while those who felt isolated reported intentions of leaving. It is critical for STEM academics to maintain professional relationships with graduates who pursue STEM teaching professions after graduation.

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