All the resources in this toolkit have been heavily tested in departments that prepare future math and science teachers, reviewed by a panel of teacher education experts (including practicing secondary math and science teachers), used with math and science undergraduate students, graduate students, and faculty. All the messaging, tools, and templates are based on data gathered by Dr. Wendy Adams from student interviews and large-scale surveys conducted as part of the development and validation of the PTaP instrument.
This research identified that common misperceptions about the profession were preventing many students from considering teaching as a profession. Many of these were around factual data that could be easily shared with students and the people they are likely to go to for advice about careers (e.g., faculty, parents, peers).
Development and validation of the PTaP instrument followed best practices in the development of formative assessments of instruction. This work included extensive student interviews, expert interviews, large-scale data collection, and statistical analyses including a factor analysis. This work identified the most prominent, empirically determined themes in students’ responses about their perceptions of secondary math and science teaching.
Data collected from twelve institutions are shown in the tables on this page. Here you can see that when comparing students who want to become a teacher with those who do not, there are significant differences between these two populations for each category.