An Inquiry into the Development of Teacher Identities in STEM Career Changers

Autor/inn/en	Grier, Jeanne M.; Johnston, Carol C.
Titel	An Inquiry into the Development of Teacher Identities in STEM Career Changers
Quelle	In: Journal of Science Teacher Education, 20 (2009) 1, S.57-75 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-008-9119-2
Schlagwörter	Career Change; Science Teachers; Mathematics Teachers; Teacher Recruitment; Preservice Teacher Education; Preservice Teachers; Self Concept; Socialization; Teacher Attitudes; Alternative Teacher Certification; Teacher Shortage; Student Adjustment; California + Suchen Sie Ihr Suchwort? Career changes; Berufswechsel; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerrekrutierung; Lehramtsstudiengang; Lehrerausbildung; Selbstkonzept; Socialisation; Sozialisation; Lehrerverhalten; Lehrermangel; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kalifornien
Abstract	National shortages of math and science teachers have led to a variety of strategies and programs to attract second career professionals into teaching. This qualitative study explores the development of professional teaching identities in six STEM career changers in a post-baccalaureate pre-service teacher credential program in California. Findings suggest the career changers relied upon skills developed in their previous careers to navigate through a new profession; however, returning to the life of a student again was difficult. Additionally, the career changers in this study valued interacting with their traditional aged peers in the program as these relationships were beneficial to their own socialization into teaching as they developed their teacher identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10