Motivating preservice physics teachers to low-socioeconomic status schools

Recruiting high-quality physics teachers for low-socioeconomic status (SES) schools is essential for ensuring equity but is challenging globally. China launched a four-year program to meet the challenge by providing free education and stipends and promising a career position to attract high-performa...

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Autores principales:	Xiaoming Zhai, Barbara Schneider, Joseph Krajcik
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/7eb68ffaf8f944d0968815658da6830a
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spelling	oai:doaj.org-article:7eb68ffaf8f944d0968815658da6830a2021-12-02T12:15:09ZMotivating preservice physics teachers to low-socioeconomic status schools10.1103/PhysRevPhysEducRes.16.0231022469-9896https://doaj.org/article/7eb68ffaf8f944d0968815658da6830a2020-10-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.023102http://doi.org/10.1103/PhysRevPhysEducRes.16.023102https://doaj.org/toc/2469-9896Recruiting high-quality physics teachers for low-socioeconomic status (SES) schools is essential for ensuring equity but is challenging globally. China launched a four-year program to meet the challenge by providing free education and stipends and promising a career position to attract high-performance secondary graduates, while using a contract to constrain participants to serve 10 years as K-12 science, technology, engineering, and mathematics teachers, with the first two years in low-SES rural schools. This program had recruited more than 101 000 preservice teachers in all academic areas, and more than 90% went to teach in low-SES rural schools. In this paper, we clustered participant physics teachers according to their motivation to serve low-SES schools and commented that the use of the “carrot and stick” policy has both positive and negative effects. On one side, the preservice teachers who had higher motivation for serving low-SES communities increased their motivation significantly during the four-year professional learning; on the other side, a portion of teachers who had lower initial motivation failed to develop adequate motivation. Even though the carrot and stick model seems to achieve its established goal, we argue that the “carrot-stick” policy may need adjustment and that the implications from this preservice teacher policy are useful for developing policies in other countries.Xiaoming ZhaiBarbara SchneiderJoseph KrajcikAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 023102 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Xiaoming Zhai Barbara Schneider Joseph Krajcik Motivating preservice physics teachers to low-socioeconomic status schools
description	Recruiting high-quality physics teachers for low-socioeconomic status (SES) schools is essential for ensuring equity but is challenging globally. China launched a four-year program to meet the challenge by providing free education and stipends and promising a career position to attract high-performance secondary graduates, while using a contract to constrain participants to serve 10 years as K-12 science, technology, engineering, and mathematics teachers, with the first two years in low-SES rural schools. This program had recruited more than 101 000 preservice teachers in all academic areas, and more than 90% went to teach in low-SES rural schools. In this paper, we clustered participant physics teachers according to their motivation to serve low-SES schools and commented that the use of the “carrot and stick” policy has both positive and negative effects. On one side, the preservice teachers who had higher motivation for serving low-SES communities increased their motivation significantly during the four-year professional learning; on the other side, a portion of teachers who had lower initial motivation failed to develop adequate motivation. Even though the carrot and stick model seems to achieve its established goal, we argue that the “carrot-stick” policy may need adjustment and that the implications from this preservice teacher policy are useful for developing policies in other countries.
format	article
author	Xiaoming Zhai Barbara Schneider Joseph Krajcik
author_facet	Xiaoming Zhai Barbara Schneider Joseph Krajcik
author_sort	Xiaoming Zhai
title	Motivating preservice physics teachers to low-socioeconomic status schools
title_short	Motivating preservice physics teachers to low-socioeconomic status schools
title_full	Motivating preservice physics teachers to low-socioeconomic status schools
title_fullStr	Motivating preservice physics teachers to low-socioeconomic status schools
title_full_unstemmed	Motivating preservice physics teachers to low-socioeconomic status schools
title_sort	motivating preservice physics teachers to low-socioeconomic status schools
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/7eb68ffaf8f944d0968815658da6830a
work_keys_str_mv	AT xiaomingzhai motivatingpreservicephysicsteacherstolowsocioeconomicstatusschools AT barbaraschneider motivatingpreservicephysicsteacherstolowsocioeconomicstatusschools AT josephkrajcik motivatingpreservicephysicsteacherstolowsocioeconomicstatusschools
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Motivating preservice physics teachers to low-socioeconomic status schools

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