Minor does not result in a higher intake of beta students in teacher training
Educational minors at universities do not result in a higher intake of science students in first-grade teacher training courses. Student numbers in university courses such as chemistry, mathematics, computer science and physics have increased, but enthusiasm for the teaching profession remains low.
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This has emerged from a study that Leiden University, TU Delft and the University of Groningen (RUG) conducted together among students from their own university.
Since 2009, Bachelor's students have been able to follow an educational minor at various universities. This is a special program that comprises 30 credits and in which students obtain a limited second-degree qualification, so that they can work in the lower years of vmbo-tl, havo and vwo. The minor also gives students access to an educational master - once they have obtained their bachelor's degree - which gives them a first-degree qualification so that they can also start working in the senior years of havo and vwo.
Deficiencies
Those first-grade teachers are badly needed for the science subjects in secondary schools. It Education in Figures of the Ministry of Education shows the vacancy pressure per subject. In 2024, the shortage will be 5,4 percent for mathematics in relation to total employment in the profession. In chemistry this is 8,5 percent, in physics 9 percent and in computer science 26 percent.
The researchers conclude that the minor does not ensure that more students are interested in teaching. 'The minor only succeeds in exceptional cases in convincing students with little or no interest in an educational master's program to take it anyway', the report states.
From the report: 'The minor succeeds only in exceptional cases in convincing students with no or little interest in an educational master to follow this master anyway'
More negative
The universities wanted to know why this was and come up with several causes. For example, after taking the minor, students have become more negative about their career prospects in education and working with children. Solving the problems in education may not be something they themselves want to contribute to.
In addition, the promotion of the teaching profession is not always in order. For example, less than 10 percent of the students in the questionnaire indicate that they experience a promotion at the university for the teaching profession. For example, one of the students writes: 'Education is mentioned as a career option, but it seems that there is a certain contempt for education, that the work is below your level.' Within science faculties, there is also a particular focus on research and subject content. What does not help is that the educational minor has three goals, according to the researchers: orientation, qualification and an increase in intake in first-level teacher training. That is difficult to combine within one minor. 'The minor therefore has an unclear position,' say the researchers.
It seems that there is a certain disregard for education, that the work is below your level
Advices
The researchers make several recommendations to improve the intake to first-level teacher training courses. For example, they advise taking a closer look at the entire study path of students. Only then will you find out why students make choices and how they make those choices. In addition, it is necessary to improve the image of the teaching profession at science faculties. Many students do not see that this profession is now being promoted as one of the options for graduating. Faculties should then particularly highlight the 'intellectually challenging character' of the teaching profession. The faculties can also focus more on creating educational experiences for students. This can be done, for example, by appointing student assistants or having student groups help with making a profile assignment. Another recommendation of the researchers is better internship supervision during the minor so that there are no disappointing experiences.
