Understanding Program Retention and Career Decision-Making of Undergraduate Preservice Science Teachers

• In Event: Teacher Induction and Retention for and From Diverse Communities and Contexts

Abstract

Understanding program retention and career decision-making of undergraduate pre-service science teachers enrolled in a dual-degree program is critical to meet the need for highly qualified secondary science teachers in the United States. This comparative case study follows 12 participants over two years as they engage in program experiences. We investigate what experiences help retain students in the program and what factors inform their career decision-making. Using situated learning (communities of practice) and professional vision, we analyzed interviews for participants’ reflections on experiences that helped them learn to teach and their visions of themselves as future science teachers. Findings contribute to the literature on program features that help retain teachers and prepare them to enter the teaching profession.

Authors

• Elizabeth Xeng de los Santos, University of Nevada - Reno

• Megan Beckam, University of Nevada - Reno

• Mandi Collins, University of Nevada - Reno