Keywords
Teacher training
Professional development
Influencing factors
Rooted research
Submitted : 2024-01-27
Accepted : 2024-02-11
Published : 2024-02-26
Abstract
The proposal of the strategy of developing the country through science education has clarified China’s demand for the development of the science and education industry and the cultivation of science and education talents, and the birth of Science Education majors is an important link in the cultivation of scientific literacy. Based on the grounded theory, we interviewed three Science Education graduates from a university and coded the interview data by using NVivo 12.0 to find eight important factors affecting their professional training and employment choices. The factors are “social factors,” “individual career choice factors,” “campus resources,” “employment advantages,” “professional self-development,” “teacher factors,” “planning for further education and employment,” and “student motivation.” This study analyzes the interaction between the influencing factors, constructs a theoretical model of the influencing factors of the quality of Science Education professional training, explores the problems of the training process of Science Education majors and employment dilemmas, and puts forward corresponding suggestions.
References
Ministry of Education of the People’s Republic of China, 2022, Implementing the Strategy of Developing the Country through Science and Education to Strengthen the Support of Talents - On Learning and Implementing the Spirit of the 20th CPC National Congress, China Education News (CED), November 2, 2022.
Jun L, 2000, Development of Science Curriculum Content. Course Materials and Teaching Methods, 2000(1): 9–12.
Ma Y, 2005, Components of the System of Instruction of the Science Curriculum. Journal of Binzhou College, 2005(2): 84–86.
Teaching Guidance Committee for Higher Schools, Ministry of Education, 2018, National Standards for Teaching Quality of Undergraduate Specialized Categories in General Colleges and Universities, Higher Education Press.
Kaptan K, Timurlenk O, 2012, Challenges for Science Education. Procedia - Social and Behavioral Sciences, 2012(51): 763–771.
Ezeudu FO, Nkokelonye CU, Ezeudu SA, 2013, Science Education and the Challenges Facing Its Integration Into the 21st Century School System in a Globalized World: A Case of Igbo Nation. Educational Resource Information Center, 3(3): 172–182.
Tyokumber ET, 2010, Does Science Education in Developing Countries Really Count? Bulletin of the Ecological Society of America, 91(4): 432–437.
Glazer B, Strauss A, 1967, The Discovery of Grounded Theory: Strategies for Qualitative Research, Aldine Publishing Company, Chicago.
Sun X, 2011, An Example of Rootedness Theory in In-Depth Interview Research. Journal of Xi’an Jiaotong University (Social Science Edition), 31(6): 87–92.
Kwok S, 2018, Science education in the 21st century. Nature Astronomy, 2018(2): 530–533.
Boakye C, Ampiah JG, 2017, Challenges and Solutions: The Experiences of Newly Qualified Science Teachers. SAGE Open, 7(2): 1–10.
Mahmud SND, Nasri NM, Samsudin MA, et al., 2018, Science Teacher Education in Malaysia: Challenges and Way Forward. Asia-Pacific Science Education, 4(8): 1–12.
Daud AM, Omar J, Turiman P, et al., 2012, Creativity in Science Education. Procedia - Social and Behavioral Sciences, 2012(59): 467–474.
Wu L, Chao L, Cheng P, et al., 2018, Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan. International Journal of Science and Mathematics Education, 2018(16): 877–890.
Semali LM, Mehta K, 2012, Science Education in Tanzania: Challenges and Policy Responses. International Journal of Educational Research, 2012(53): 225–239.