A Descriptive Analysis of the Motivations and Experiences of Second-Career Science and Math Preservice Teachers

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Teacher Emotions, Perceptions, and Instructional Strategies (Table 7)

Abstract

The purpose of this study is to understand the 1) motivations of individuals who change careers and decide to become science or math teachers and 2) how their prior experiences prepared them to teach. We used self-determination theory to understand motivations and took an inductive approach to our second question. We interviewed six career-changers who were completing an alternative certification program about their motivations and experiences. We found that their motivations were closely related to their values and desire to give back and that their prior experiences had helped them in some expected (interest in teaching, content expertise) and surprising (classroom management) ways. Our findings have implications for a changing teaching profession and how we prepare career-changers.

Authors

• Virginia W. Snodgrass Rangel, University of Houston

• Karen E. McIntush, University of Houston

• Paige K. Evans, University of Houston