Journal article
Examining incoming identities in an alternative certification program in mathematics and science
Eurasia journal of mathematics, science and technology education, Vol.4(2), pp.169-182
2008
DOI: 10.12973/ejmste/75316
Abstract
In response to the shortage of qualified secondary mathematics and science teachers in the United States, alternative certification programs (ACPs) are proliferating. This study used identity as a theoretical lens to examine the incoming identities of 19 participants with post-baccalaureate degrees who entered an ACP. Within this cohort, the participants' incoming teacher identities ranged from "Always a Teacher" to "Late Deciders" to "Career Explorers." Participants held multiple non-teaching identities, some which supported their teacher identities (e.g., parent, tutor) while other identities (e.g., college instructor) created tension. Implications include recommendations for alternative certification program development and further research.
Details
- Title: Subtitle
- Examining incoming identities in an alternative certification program in mathematics and science
- Creators
- Patricia Friedrichsen - University of MissouriJohn Lannin - University of MissouriSandra Abell - University of MissouriFran Arbaugh - University of MissouriMark Volkmann - University of Missouri
- Resource Type
- Journal article
- Publication Details
- Eurasia journal of mathematics, science and technology education, Vol.4(2), pp.169-182
- DOI
- 10.12973/ejmste/75316
- ISSN
- 1305-8215
- eISSN
- 1305-8223
- Number of pages
- 14
- Language
- English
- Date published
- 2008
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985222825402771
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