What can be done to encourage science-types to become teachers?

Question

I teach at a state college that has a strong education department, mostly elementary ed. In my state, you cannot *major* in education, you have to pick an ordinary major or an interdisciplinary one. The vast majority of education students major in something other than science (or math, for that matter). For example, for incoming freshmen, there are 41 who are doing an interdisciplinary major, and *none* of those are in the sciences (there is an interdisciplinary science major).

Why is there such a disparity? Why don't kids who like science go into teaching? Or, why do kids who go into teaching not like science? And what can be done to get more science-types to go into teaching, besides obvious things like increase teachers saleries.

Answer 1

Well, I kicked around the idea of teaching Biology- I'm a genetics major- but I think what made me decide not to become a teacher is the fact that the pay sucks and that you are only guaranteed work 9, maybe 10, months out of the year. What really did it for me, though, is that little Johnny numb-nuts can get a bad grade and, rather than it being his fault for not applying himself, in the eyes of the parents, and increasingly society as a whole, it is the teacher's fault for not making their little imbecile learn. God bless the folks that have the stomach for it, but I'm not keen on getting paid squat for a thankless job. If everyone is going to complain about the job I'm doing, never mind the fact that it is one of, if not the, most important jobs in society, I might as well be able to make a decent living off of it. That's why I don't want to teach.

Another reason was hit on in another answer, although in a stupid way. Most science majors want to work in the field, or in the lab before relegating themselves back to the classroom. Considering that most science majors get a higher degree than most education majors, I know many of us just want to spend some time applying what we learned in the two decades that we have been in school. You can make a name for yourself, and a fortune, in research. That can't be said of teaching. It's an awful predicament, but one that isn't likely to change, now or ever.

Answer 2

Great question Kris. I happen to be a teacher that has a science degree (biology). However, I'm an elementary school teacher. I love science but fell in love with teaching the younger kids. I certainly could have gone to the private sector and earned a much higher salary so that's obviously, in my opinion, a huge reason scientists don't go into teaching. I'd rather be very happy and proud of what I do for a living and earn less than hate my job and earn more.

I believe more scientists would go into the classroom if working conditions were improved in public schools. I've known science and math teachers that have quit out of pure frustration over inadequate supplies, dilapidated classrooms, and unsupportive adminstrators. I'm sure the unruly kids didn't help matters either.

However, although you said "other than increasing teachers' salaries" as a solution, you can't ignore the obvious.

Answer 3

Money and there isn't much 'appeal' in teaching science when you could do something more exciting with the knowledge and skills learned like join Nasa etc. You already stated that salaries are the obvious lure, but maybe if the whole idea of science teachers was jazzed up a little, potentially you could get more people interested, right now it sounds pretty boring so many are turned off to the idea.

Answer 4

Well I can say that I am majoring in Chemistry, plan on getting my PhD, and I would like to teach! However I can see why people would not. You can easily get a higher paying job with a PhD in a science field. Also personally, if I spend all of my time getting my PhD I do want to apply it in a lab/career before I begin teaching. Maybe most science majors just don't want to teach? I think you have to enjoy teaching to want to become a teacher and not much is going to change it.

Answer 5

There's an expression in teaching circles (primarily at the post-secondary level) that goes something like, those who can't teach do research, and those who don't like research, teach.

If you're referring to teaching at the post-secondary level (especially as it concerns professors), conflicts might arise in regards to various institutions that might emphasize excellence in research over teaching (i.e., the publish or perish mentality); excellence in teaching over research; and very rarely, excellence in both.

In addition to these external pressures, there may be general differences in the personality traits (and academic skills) from the outset, of people who become scientists and those who become teachers/educators. If you are referring to the natural sciences, persons entering those fields might largely prefer working in isolation (i.e., are not people-oriented) and have had very early experiences (e.g., in high school) concerning the sciences. Educators/teachers on the other hand are more likely (and should ideally), be people-oriented and probably come from an early education background that was not science focused.

So I would suggest the phenomenon you are observing at your institution might be related either to your institution's process of selecting students, and/or the types of students that select your institution's programs.

Answer 6

Give teachers more of a salary might give the science student's an incentive to teach. Also, offer to pay off loans. But other than that, I don't know. It's quite sad, really.

Answer 7

I'm not sure how. If I was ever to become a teacher it would definitely be in the sciences. I love science! I think it really depends on what the person likes and enjoys?

Answer 8

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Answer 9

give them incentives to carry their research and their projects should b more recognised

Answer 10

ban guns in school would be a great start.