Paraprofessionals Transitioning to Full Teacher Certification: An Exploration of Their Lived Experiences Using Possible-Selves Theory

• In Event: Research on Teacher Induction Paper Session

Abstract

Teacher shortages in the United States result from attrition, but education paraprofessionals can help fill the void. Understanding the factors influencing their commitment to becoming teachers can lead to targeted initiatives for attracting and retaining diverse educators. This study explores the identity of paraprofessionals transitioning to certified teachers and examines how their possible selves influenced their learning trajectory. Possible-selves theory and narrative inquiry method were used to explore experiences of seven paraprofessionals during their transition at a public university in Northwestern Texas. The findings highlight three themes: confirmation of teacher-possible selves, teacher-possible selves reflecting commitment to the community of origin and social justice goals, and discovery of four dimensions of the self.

Authors

• The Nguyen, Texas Tech University

• Shirley M. Matteson, Texas Tech University

• Ngan Thi Thu Nguyen, Texas Tech University

• Loi Quoc Le, Boston Public Schools