Interdisciplinary Journal of Environmental and Science Education

“Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching
Ashley N. Coon 1 *
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1 University of Maryland, UNITED STATES
* Corresponding Author
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2020 - Volume 16 Issue 2, Article No: e2213
https://doi.org/10.29333/ijese/7817

Published Online: 26 Feb 2020

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How to cite this article
APA 6th edition
In-text citation: (Coon, 2020)
Reference: Coon, A. N. (2020). “Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching. Interdisciplinary Journal of Environmental and Science Education, 16(2), e2213. https://doi.org/10.29333/ijese/7817
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Coon AN. “Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching. Int J Env Sci Ed. 2020;16(2):e2213. https://doi.org/10.29333/ijese/7817
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Coon AN. “Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching. Int J Env Sci Ed. 2020;16(2), e2213. https://doi.org/10.29333/ijese/7817
Chicago
In-text citation: (Coon, 2020)
Reference: Coon, Ashley N.. "“Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching". Interdisciplinary Journal of Environmental and Science Education 2020 16 no. 2 (2020): e2213. https://doi.org/10.29333/ijese/7817
Harvard
In-text citation: (Coon, 2020)
Reference: Coon, A. N. (2020). “Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching. Interdisciplinary Journal of Environmental and Science Education, 16(2), e2213. https://doi.org/10.29333/ijese/7817
MLA
In-text citation: (Coon, 2020)
Reference: Coon, Ashley N. "“Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching". Interdisciplinary Journal of Environmental and Science Education, vol. 16, no. 2, 2020, e2213. https://doi.org/10.29333/ijese/7817
ABSTRACT
This multiple-case study was conducted to evaluate claims that the literature on the recruitment of science majors into science teaching is sparse and unable to adequately explain why undergraduates decide to pursue science teaching.  I interviewed six undergraduate science majors who have committed to an initial science teacher preparation program to ascertain their motivations for choosing a career in teaching. This analysis reveals that the literature has not adequately identified all the reasons why a group of science majors decided to pursue science teaching. Four novel motives were identified which should inform future research into science teacher recruitment.
KEYWORDS
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