nach oben

Journal of Science Teacher Education

Erschienen in:

01.02.2012

STEM Professionals Entering Teaching: Navigating Multiple Identities

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

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2012

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

In this qualitative study, we identify the complexity of the transitioning identities of four STEM career changers to better inform teacher education programs on how to be more mindful of the needs of this population as they return to the life of a student again on their path toward a new career in teaching. Findings suggest the career changers relied upon their identities from their previous careers to engage students in science; however, support is needed, both in terms of the coursework and returning to be a student again. Additionally, support is necessary for intervening in difficult placements and work situations as these STEM career changers make the transition to their newly chosen career of teaching science.

Vorheriger Artikel Personal and Social Interactions Between Young Girls and Scientists: Examining Critical Aspects for Identity Construction

Nächster Artikel Learning from Action Research About Science Teacher Preparation

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Barton, A. C. (1998). Feminist science education. New York, NY: Teachers College Press.

Berry, B. (2000). Quality alternatives in teacher preparation: Dodging the “Silver Bullet” and doing what is right for students. National Association of State Boards of Education. The State Education Standard, 1(4), 21–25.

Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon, Inc.

Castro, A. J., & Bauml, M. (2009). Why now? Factors associated with choosing teaching as a second career and their implications for teacher education programs. Teacher Education Quarterly, 36, 113–126.

Chambers, D. (2002). The real world and the classroom: Second career teachers. The Clearinghouse, 75, 212–217.CrossRef

Cunningham, C., & Helms, J. (1998). Sociology of science as a means to a more authentic, inclusive science education. Journal of Research in Science Teaching, 35, 483–484.CrossRef

Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Retrieved from http://bama.ua.edu/~jstallwo/CEE_Strand5/LDarling_Hammond.

Detert, J. R., & Pollock, T. G. (2008). Values, interests, and the capacity to act: Understanding professionals’ responses to market-based improvement initiatives in highly institutionalized organizations. Journal of Applied Behavioral Science, 44, 186–214.CrossRef

Eifler, K., & Potthoff, D. E. (1998). Nontraditional teacher education students: A synthesis of the literature. Journal of Teacher Education, 49, 187–195.CrossRef

Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20, 57–75.CrossRef

Lofland, J., & Lofland, L. H. (1984). Analyzing social settings. Belmont, CA: Wadsworth Publishing Company, Inc.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.

Monk, D. H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13, 125–145.CrossRef

Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications, Inc.

Resta, V., Huling, L., & Rainwater, N. (2001). Preparing second career teachers. Educational Leadership, 58, 60–63.

Russ, R. S., Coffey, J. E., Hammer, D., & Hutchison, P. (2009). Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking. Science Education, 93, 875–891.CrossRef

Schlossberg, N. K. (1981). A model for analyzing human adaptation to transition. The Counseling Psychologist, 9, 2–18.CrossRef

Schulz, C. (2007). Alternative certification and the second career professional: How to get more of a good thing. Retrieved from www.stemtec.org/act/PAPERS/Christopher%20Schulz.doc.

Southerland, S. A., Gess-Newsome, J., & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in classroom practice. Journal of Research in Science Teaching, 40, 669–691.CrossRef

Stoddart, T., & Floden, R. (1996). Traditional and alternate routes to teacher certification: Issues, assumptions, and misconceptions. In K. Zeichner, S. Melnick, & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 80–1060). New York, NY: Teachers College Press.

Varelas, M., House, R., & Wenzel, S. (2005). Beginning teachers immersed into science: Scientist and science teacher identities. Science Education, 89, 492–512.CrossRef

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.

Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7, 225–246.CrossRef

Titel: STEM Professionals Entering Teaching: Navigating Multiple Identities
verfasst von: Jeanne M. Grier
Carol C. Johnston
Publikationsdatum: 01.02.2012
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2012
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-011-9260-1

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 1/2012

Personal and Social Interactions Between Young Girls and Scientists: Examining Critical Aspects for Identity Construction

Learning from Action Research About Science Teacher Preparation

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

Commitment to Teach in Under-Resourced Schools: Prospective Science and Mathematics Teachers’ Dispositions

Premium Partner