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ERIC Number: EJ922592
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0022-4871
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers' Career Paths in High-Need Schools
Kirchhoff, Allison; Lawrenz, Frances
Journal of Teacher Education, v62 n3 p246-259 May-Jun 2011
An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients ("scholars"), most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: "What are Noyce scholars' reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?" In-depth interviews were conducted and analyzed, resulting in a theoretical model of their career paths that revealed that some components of teacher education played a role in the scholars' career paths. Specifically, the role of teacher education programs in providing ongoing support and specific preparation for high-need settings was influential on the scholars' career paths. (Contains 7 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A