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首页> 外文会议>American Society For Engineering Education Annual Conference and Exposition >PERCEPTIONS OF K-12 AND COLLEGIATE STEM TEACHING CAREERS BY COMPUTING, ENGINEERING, AND SCIENCE ADMINISTRATORS, FACULTY AND ADVISORS
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PERCEPTIONS OF K-12 AND COLLEGIATE STEM TEACHING CAREERS BY COMPUTING, ENGINEERING, AND SCIENCE ADMINISTRATORS, FACULTY AND ADVISORS

机译：通过计算，工程和科学管理人员，教师和顾问对K-12和大学履带教学职业的看法

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With increasing demand for science and math teachers in middle and high schools, educating students who can fill these positions is critical. In many states, the available Colleges of Education are not currently meeting the demand, leaving a role for other institutions with a strong emphasis on science, technology, engineering and math (STEM) to assist with the production of these teachers. Additionally, with a tight job market for STEM faculty positions, there is a need for research universities to facilitate the preparation of their doctoral students for teaching in higher education (especially for those careers in more teaching-oriented colleges and universities). This paper describes a research study that employs both quantitative and qualitative data collection methods to examine the attitudes of faculty and administrators towards students who pursue teaching-oriented careers. One-on-one interviews conducted with deans of the Colleges of Computing, Engineering, and Sciences, and focus groups with associate deans, school chairs, graduate coordinators, and undergraduate coordinators from those three colleges provided an opportunity to discuss the role of a technological institute in preparing both undergraduate and graduate students in STEM fields for teaching oriented careers. The interviews and focus groups also provided an opportunity for an in-depth discussion of traditional career paths and the perceived institutional barriers and institutional support for students' interest in teaching careers. Additionally, surveys were used to elicit beliefs of 1) academic advisors of undergraduate students and 2) faculty in the three Colleges who supervise doctoral students concerning the prestige of teaching careers, the characteristics of students pursuing teaching careers, and their perceived level of preparation for advising students about teaching careers. The results indicate that interest in teaching careers is perceived to be increasing among both graduate and undergraduate students in STEM fields, and that faculty and academic advisors do not feel well prepared for advising students about these kinds of careers. There is also agreement among all constituencies that additional institutional support is needed for both graduate and undergraduate students who are interested in teaching careers. Faculty and administrators have different student characteristics in mind when describing doctoral students who are interested in a teaching-oriented career; however, there is greater agreement between administrators and advisors concerning the characteristics of undergraduates interested in teaching STEM content in middle and high school. Among all participants, there is agreement on the institution's commitment to providing STEM content and the need for more clearly delineated pathways to teaching careers, but there is also agreement that responsibility for K-12 teaching certification should reside within Colleges of Education. Both the current demand for STEM teachers and the need for a better prepared professoriate require that more institutions begin to think about how they can facilitate student pursuit of STEM teaching careers, even those with no previous experience with teacher preparation. This paper highlights several key issues facing technological institutions as they confront their potential role in providing STEM educators for the state and region.
机译：在初中和高中科学和数学教师的需求不断增加，教育学生谁可以填补这些位置是至关重要的。在许多国家，教育学院提供当前未满足的需求，留下其他机构作用的高度重视科学，技术，工程和数学（STEM），以协助生产这些教师。此外，与紧张的就业市场STEM教师岗位，有必要对研究型大学，以促进其博士生准备在高等教育教学（尤其是在更多的教学型高校的职业生涯）。本文介绍了采用定量和定性数据收集方法来检查教师的管理员向谁追求教学型职业学生的态度和一项研究。一对单与计算，工程和科学，并与副院长，学校的椅子，研究生协调员，和本科生协调员来自这三个院校重点人群的学院院长进行了采访提供了机会，讨论技术的作用学院准备在STEM领域的本科生和研究生的教学导向的职业生涯。访谈和焦点小组还提供了一个机会，传统的职业道路进行了深入的讨论和感知的体制性障碍和对学生的教学生涯兴趣的机构支持。此外，调查被用来为1引导学生信仰）本科生和2）教师在3所大学谁监督对教师职业的声望博士研究生，修读教师职业特点的学术顾问，并准备为他们的感知水平建议对教师职业的学生。结果表明：在教师职业利息被认为研究生和本科生在STEM领域中要增加，而教师和学术顾问不觉得这些种的职业生涯指导学生充分的准备。另外还有一点需要对研究生和本科生谁感兴趣的教学生涯的其他机构支持所有支持者之间的协议。教师和管理者心目中不同学生的特点描述谁感兴趣的一个教学型职业博士生时;然而，有关于兴趣教授STEM内容在初中和高中本科生的特性管理员和顾问之间更大的协议。在所有参与者中，对机构的承诺，提供STEM内容以及需要更明确地界定途径教学事业的协议，但也有协议，对K-12教育认证的责任应该驻留教育学院内。无论是对STEM教师现时的需求，需要一个更好的准备professoriate需要更多的机构开始考虑他们如何能促进学生追求STEM教师职业的，即使是那些与教师编制没有以往的经验。本文重点面向技术机构，因为他们在为国家和地区提供STEM教育工作者面对自己的潜在作用的几个关键问题。

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