Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
The Noyce program is an induction program designed to help future teachers in various STEM fields get started in their careers.
Induction programs such as this one have become more popular over the past few years These induction programs can have a variety of benefits for the participants, including providing financial support, mentorship from experienced teachers, and connections that can lead to field placements (Ingersoll, 2004). Studies have also shown that participation in these programs can lead to less career turnover for the teachers involved in them (Ingersoll, 2004). Other research conducted has shown that induction programs for new teachers can help improve attitudes toward teaching and improve their own level of content knowledge (Luft, 2009).
During the spring of 2022, a survey was sent out to participants in the Noyce program in order to gather information on how participants viewed the program in which they are involved. The survey was developed internally and was composed of 12 questions designed to gauge perceptions in three primary areas. These areas include the following: (a) factors that lead to their participation in the Noyce program, (b) what their experiences were with various parts of the program, and (c) how successful they felt the program was in preparing them to teach.
Three Noyce scholars responded to the survey. Results showed that two of the respondents were drawn to the program because of recruitment efforts through the university and because of the financial support that the program provided, while one was simply drawn to the program because of an inherent desire to teach. With regard to experiences within the program, all three respondents indicated that they had positive feelings toward the professors they worked with and that the teaching experiences offered through the program were all very helpful in preparing for their future career. Two respondents also reported that the program provided them with a lot of helpful resources, while one mentioned that they were not fully aware of what was available to them. Biology and psychology courses were reported as being particularly helpful in preparation, while mathematics courses were seen as more demanding than what would be required for background knowledge of a teacher. The respondents specifically indicated that they felt confident in both teaching within their content area and engaging their students. Overall, respondents felt well-prepared for their careers in teaching.
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
Recommended Citation
McAllister, Deborah A. Ed.D. and Glidden, Jared L., "Preparing for Success through the Robert Noyce Teacher Scholarship Program: Student Survey 2022". ReSEARCH Dialogues Conference proceedings. https://scholar.utc.edu/research-dialogues/2022/proceedings/12.
Preparing for Success through the Robert Noyce Teacher Scholarship Program: Student Survey 2022
The Noyce program is an induction program designed to help future teachers in various STEM fields get started in their careers.
Induction programs such as this one have become more popular over the past few years These induction programs can have a variety of benefits for the participants, including providing financial support, mentorship from experienced teachers, and connections that can lead to field placements (Ingersoll, 2004). Studies have also shown that participation in these programs can lead to less career turnover for the teachers involved in them (Ingersoll, 2004). Other research conducted has shown that induction programs for new teachers can help improve attitudes toward teaching and improve their own level of content knowledge (Luft, 2009).
During the spring of 2022, a survey was sent out to participants in the Noyce program in order to gather information on how participants viewed the program in which they are involved. The survey was developed internally and was composed of 12 questions designed to gauge perceptions in three primary areas. These areas include the following: (a) factors that lead to their participation in the Noyce program, (b) what their experiences were with various parts of the program, and (c) how successful they felt the program was in preparing them to teach.
Three Noyce scholars responded to the survey. Results showed that two of the respondents were drawn to the program because of recruitment efforts through the university and because of the financial support that the program provided, while one was simply drawn to the program because of an inherent desire to teach. With regard to experiences within the program, all three respondents indicated that they had positive feelings toward the professors they worked with and that the teaching experiences offered through the program were all very helpful in preparing for their future career. Two respondents also reported that the program provided them with a lot of helpful resources, while one mentioned that they were not fully aware of what was available to them. Biology and psychology courses were reported as being particularly helpful in preparation, while mathematics courses were seen as more demanding than what would be required for background knowledge of a teacher. The respondents specifically indicated that they felt confident in both teaching within their content area and engaging their students. Overall, respondents felt well-prepared for their careers in teaching.