Developmental Journeys from Teaching Experiences to the Teaching Profession: Cases of New Secondary Science Teachers

Autor/inn/en	Navy, Shannon L.; Jurkiewicz, Melissa A.; Kaya, Fatma
Titel	Developmental Journeys from Teaching Experiences to the Teaching Profession: Cases of New Secondary Science Teachers
Quelle	In: Journal of Science Teacher Education, 33 (2022) 6, S.664-682 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Navy, Shannon L.) ORCID (Jurkiewicz, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1978138
Schlagwörter	Science Teachers; Secondary School Teachers; Case Studies; STEM Education; Teaching Methods; Scientists; Career Change; Teacher Certification; Fellowships; Professional Identity; Teacher Educators; Teaching Experience; Teacher Characteristics + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Scientist; Wissenschaftler; Career changes; Berufswechsel; Fellowship; Stipendium; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	Although there are initiatives to attract individuals with STEM degrees and experiences into teaching, little is known about the characteristics and development of qualified professional scientists with previous uncertified teaching experiences becoming teachers. One approach to prepare second career certified teachers (SCCTs) for teaching is through teaching fellowships. This qualitative case study investigated the experiences and development of three SCCTs who were accepted into a one-year, intensive teacher fellowship preparation program. The study focused on the SCCTs development and transformations over the fellowship year. The data collected consisted of questionnaires, interviews, and teaching observations. Cross-case synthesis revealed similarities and differences in the coherences and tensions experienced by the SCCTs throughout the clinical preparation year. In addition, the SCCTs experienced shifting identities from scientists, to students, to teachers, to professionals. This study suggests that science teacher educators need to recognize the diverse prior experiences of SCCTs and assist them in balancing and negotiating tensions that might exist between previous and current teaching experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01