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STEM Professionals Entering Teaching: Navigating Multiple Identities

Journal of Science Teacher Education volume 23, pages 19–44 (2012)Cite this article

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.

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Authors and Affiliations

  1. California State University Channel Islands, One University Drive, Camarillo, CA, 93012, USA

    Jeanne M. Grier

  2. Mount Saint Mary’s College, 10 Chester Way, Los Angeles, CA, 90007, USA

    Carol C. Johnston

Authors
  1. Jeanne M. Grier
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  2. Carol C. Johnston
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Correspondence to Jeanne M. Grier.

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Grier, J.M., Johnston, C.C. STEM Professionals Entering Teaching: Navigating Multiple Identities. J Sci Teacher Educ 23, 19–44 (2012). https://doi.org/10.1007/s10972-011-9260-1

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  • DOI: https://doi.org/10.1007/s10972-011-9260-1

Keywords

  • Career-changer
  • Identity
  • Science teaching
  • Teacher education