Journal article
Unlocking STEM pathways: a person-centred approach exploring a teacher recruitment intervention
- Abstract:
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Background and context of the study
This research employed a person-centred approach to evaluate the effectiveness of a recruitment intervention aimed at attracting STEM undergraduate students to the teaching profession. The study aimed to identify participant profiles based on changes of interest in teaching, examine the demographic factors associated with these profiles, and explore the outcomes associated with the identified profiles. A total of 267 participants from 18 universities in England were recruited for the study. The intervention involved presenting 12 vignettes that depicted different motivations for choosing teaching as a career. Participants rated their change of interest in teaching after reading each vignette.Results
The latent profile analysis revealed four distinct profiles: dissuaded participants, unpersuaded participants, moderately persuaded participants, and highly persuaded participants. The highly persuaded profile reported the highest levels of self-efficacy, interest, perceived fit, and enjoyment in teaching. Participants from higher socioeconomic backgrounds were more likely to be persuaded by the recruitment intervention, but gender, ethnicity, or program levels did not significantly affect profile membership.Conclusions
The findings demonstrate the potential of recruitment interventions to influence the interest of STEM undergraduate students in teaching and underscore the importance of considering individual characteristics and motivations when attracting prospective teachers to the profession.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
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- Files:
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(Preview, Version of record, pdf, 1.4MB, Terms of use)
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- Publisher copy:
- 10.1186/s40594-024-00499-y
Authors
+ Economic and Social Research Council
More from this funder
- Funder identifier:
- https://ror.org/03n0ht308
- Grant:
- ES/X002144/1
- Publisher:
- Springer
- Journal:
- International Journal of STEM Education More from this journal
- Volume:
- 11
- Issue:
- 1
- Article number:
- 39
- Publication date:
- 2024-08-21
- Acceptance date:
- 2024-08-05
- DOI:
- EISSN:
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2196-7822
- Language:
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English
- Keywords:
- Pubs id:
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2023191
- Local pid:
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pubs:2023191
- Source identifiers:
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2206916
- Deposit date:
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2024-08-22
Terms of use
- Copyright holder:
- Wang et al.
- Copyright date:
- 2024
- Rights statement:
- © The Author(s) 2024. Open Access. This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
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