Reflective Pathways: Analysis of an Urban Science Teaching Field Experience on Noyce Scholar-Science Education Awardees' Decisions to Teach Science in a High-Need New York City School

Paul Bischoff; Paul French; John Schaumloffel

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Reflective Pathways: Analysis of an Urban Science Teaching Field Experience on Noyce Scholar-Science Education Awardees' Decisions to Teach Science in a High-Need New York City School

机译：反思性途径：对纽约大学急需科学的诺伊斯学者科学教育获奖者决定科学的城市科学教学现场经验的分析

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Awardees of the National Science Foundation's Noyce Scholars funds are required to teach science in high-need urban or rural school districts upon graduation. The purpose of this research was to analyze the reflective considerations that distinguish preservice Noyce Scholar science education majors committed to teaching in high-need New York City (NYC) schools from those committed to high-need rural careers. Essays designed to expose their (n = 22) considerations of teaching in NYC written before, immediately after, and two weeks following a one-week cultural and science teaching internship experience were coded to reveal distinguishing reflective thought patterns. The results showed that those (16/22) whose final essay showed commitment to NYC teaching viewed themselves positively as NYC teachers and that increases in positive self-perceptions were paralleled by increases in affinity toward living in NYC and NYC schools. Those not inclined to NYC teaching (6/22) expressed increasingly negative views of themselves as NYC teachers, NYC life, and urban education generally. The research provides insights into what Noyce Scholar undergraduates in science education think about when considering a teaching career in urban school districts.

机译：国家科学基金会Noyce Scholars基金的获奖者毕业后必须在需要高的城市或农村学区教授科学。这项研究的目的是分析反思性的考虑，以区分致力于高需求纽约市（NYC）学校教学的职前Noyce Scholar科学教育专业与致力于农村高需求职业的学历。旨在暴露他们在纽约市进行教学的考虑因素（n = 22）的散文在进行为期一周的文化和科学教学实习之前，之后和之后两周进行了编码，以揭示独特的反思性思维模式。结果表明，那些最终论文显示出对纽约教学的承诺的人（16/22）积极地将自己视为纽约市的老师，积极自我感知的增加与对纽约市和纽约市学校生活的亲和力的增加并存。那些不喜欢纽约市教学的人（6/22）对自己作为纽约市教师，纽约市生活和整个城市教育的看法越来越消极。该研究提供了有关诺伊斯学者科学教育本科生在考虑在城市学区从事教学职业时的想法的见解。

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《School Science and Mathematics》 |2014年第1期|40-49|共10页
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Paul Bischoff; Paul French; John Schaumloffel;
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SUNY-Oneonta;

SUNY-Oneonta;

SUNY-Oneonta;

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Reflective Pathways: Analysis of an Urban Science Teaching Field Experience on Noyce Scholar-Science Education Awardees' Decisions to Teach Science in a High-Need New York City School

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