STEM Professionals Entering Teaching: Navigating Multiple Identities

STEM Professionals Entering Teaching: Navigating Multiple Identities
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STEM 专业人士进入教学：驾驭多重身份

DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
C. C. Johnston
C. C. Johnston
中科院分区：
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文献类型：
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作者：
Jeanne M. Grier;C. C. Johnston

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在这项定性研究中，我们确定了四个STEM职业转换者过渡身份的复杂性，以更好地告知教师教育计划如何更好地关注这一人群的需求，因为他们在走向新的教学职业道路上再次回到学生的生活中。研究结果表明，职业改变者依靠他们以前的职业身份来吸引学生参与科学;然而，无论是在课程方面还是在再次成为学生方面，都需要支持。此外，支持是必要的，以干预困难的位置和工作情况，因为这些干职业转换使过渡到他们的新选择的职业生涯的教学科学。
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.