Identity Development in Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming School Teachers

• In Event: Identity and Teachers: Teacher Sense-Making in Context

Abstract

This qualitative study provides a critical case to analyse the experiences of professionals who already have a strong sense of identity as scientists and have decided to relinquish their professional careers to become teachers. The study followed a group of professionals who undertook a one-year teacher education course and were assigned to secondary and middle-years schools on graduation. Their experiences were examined through the lens of self-determination theory, which posits that autonomy, confidence and relationships are important in achieving job satisfaction. The findings indicated that successful teachers were able to achieve this sense of autonomy and confidence, and had established strong relationships with colleagues. The failure to establish supportive relationships was a decisive event that persuaded some to leave teaching.

Authors

• James J. Watters, Queensland University of Technology

• Carmel M. Diezmann, Australian Catholic University