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Journal of Science Teacher Education

Erschienen in:

01.02.2009

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

verfasst von: Jeanne M. Grier, Carol C. Johnston

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2009

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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.

Vorheriger Artikel Inservice Elementary and Middle School Teachers’ Conceptions of Photosynthesis and Respiration

Nächster Artikel Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers

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Titel: An Inquiry Into the Development of Teacher Identities in STEM Career Changers
verfasst von: Jeanne M. Grier
Carol C. Johnston
Publikationsdatum: 01.02.2009
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2009
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-008-9119-2

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