Pre-Scholarship Internships: How Do Perceptions Change? A Qualitative Comparison
Clare V. Bell, Stuart Phipps, & A. Louis Odom, University of Missouri—Kansas City
The research reported here was supported by the National Science Foundation, through a Robert Noyce Scholarship Grant to The University of Missouri—Kansas City (project # 0833185).
The opinions expressed are those of the authors and do not represent views of the National Science Foundation.
Abstract
The purpose of this report is to describe changes in the ways that participation in pre-scholarship school internships influence participants’ perceptions of what it means to be a math or science teacher and to teach in high-need schools. Interns wrote pre– and post-internship essays about high school math or science teaching. The participants’ essays provide evidence of changes in beliefs. Expectations shifted from being relatively romantic toward being relatively pragmatic.
Question
What is the impact of a pre-scholarship internship on the perceptions of prospective math or science teachers about teaching in high-need schools?
Problem
· High-need secondary schools report difficulty in hiring and retaining highly-qualified teachers of math and science (Smith & Ingersoll, 2004; Stotko, Ingram & Beaty-O’Ferrall, 2007)
· A number of researchers have identified dispositions associated with successful teachers in high-need settings (Ryan & Alcock, 2002).
· One of the dispositions commonly associated with retention of teachers is a high level of commitment upon entering the profession. (Marso & Pigge, 1997)
Pre-Internship Perceptions vs. Post-Internship Perceptions
Participants
A: UG Chemistry Major
B: UG Chemistry Major
C: 2nd-Career Graduate Student, Chemistry
D: UG Pre-Med/Biology Major
E: 2nd-Career Graduate Student, Biology
F: UG Biology Major
G: 2nd-Career Graduate Student, Biology
Context
· 30-hours, one credit, tuition-paid, $250.00 stipend
· Assigned to an experienced master teacher in a local urban high-need high school
Design
· Comparison of multiple case studies
· Text analysis
· Follow-up interviews
Purpose
· To describe changes in participants’ perceptions of what it means to
be a math or science teacher and to teach in high-need schools.
· To explore the impact of pre-scholarship internship experiences on participants’ decisions to pursue a math or science teaching career in
a high-need high school.
Methods
· Two data sources for all participants (A-G: pre-internship essay
and post-internship essay
· Essays independently analyzed by two researchers
· Third data source for participants (A, E & F): in-progress reflective interviews
· Reflective interviews analyzed by two researchers
· Data from all sources compiled to address (1) changes in participants’ perceptions, and (2) impact of the internship experience on individuals who chose to continue toward certification
Pre-Internship Perceptions vs. Post-Internship Perceptions
Pre-Internship:
- Something magical… I truly believe… this challenge I want to undertake…
- A gateway to a better future for students who come from a deprived environment… the solution to these problems was simply love… with love all problems could be resolved…
- To have the opportunity to share my passion with another is the opportunity that I believe every teacher hopes to accomplish in the classroom… The scientific method is a process that is used in everyday life, not just in science...
- I am a very patient, loving, passionate person. Anything I set my mind to, I accomplish…. I believe I have the patience for high school students, and the ability to teach discipline..
- I am an avid reader of scientific information and about the progress…
I think (I’m) a good fit for this program and great source of knowledge and experience for students.
- I truly have a passion for teaching… teaching is a calling for me…
- I want to teach in a high needs district because it motivates me. Those kids need me…
- I want to see if, on a small scale, I can turn my ideas into action. I want to inspire students who are faced constantly with a discouraging world.
Post-Internship:
- Discouraged about the state of many inner-city classrooms… However it can’t be impossible to create a setting of respect and learning…
- My experiences—grim with a hint of light… should we point to the parents or the teachers…. Who gave the ones in power the [authority to] decide who will succeed and who will fail?
- Challenges at XXX High are too many to list here…. While I didn’t observe excellent teachers in every classroom, I learned that I don’t have to be like those poor teachers… Teaching is what I make it and I’m ready to give it a go with everything I know…
- Overall, I do not think teaching is the job for me… at the end of the day, it made me wonder if the position looked so great because she [the mentor teacher] was such an exceptional teacher…
- The question to be asked is, do the good outweigh the bad? For my mentor, it does. I have yet to make that decision.
- I came across many aspects of teaching that I had never before considered… students’ excitement was my biggest reward… reaffirmed my passion for teaching…
- I learned (many) things… staying organized prevents many issues
inside and outside the classroom, but there will always be surprises and factors affecting the classroom that are out of your control… I’m trying to learn to expect disrespectful behavior, in order to keep myself from reacting emotionally…
- ...proves to me the importance of relationships with these students… friendship is secondary and learning is primary, but I do not think this means relationships should take a backseat. Relationships stem from taking the time to figure out the story of a student...
Impact of the Internship Experience
1. All participants reported relatively altruistic and romantic views about teaching in a high-need secondary school prior to their internship.
2. All participants reported encountering issues around student behavior or motivation as salient experiences during their internship.
3. Participants attributed these issues to two categories of sources: (1) teacher behaviors/decisions or (2) larger systemic issues involving school administration
4. Regardless of attribution, interns’ decisions about whether to pursue teaching math or science in a high need setting were contingent on participants’ evaluation of their ability to be successful in such settings.