Career-Change Resident Teachers’ Motivation and Perception on Bringing Their Experiences Into Their Classroom

• In Event: AERA Poster Session Wednesday 10:50 a.m.

Session Type: Poster Session

Abstract

This qualitative case study explores why career-change resident teachers (CCRTs) left their previous careers and their motivations for joining a teacher residency program emphasizing culturally responsive relational pedagogy and care in education. Analysis of interview data at the beginning of the residency year reveals their motivations are a combination of extrinsic, intrinsic, and personal reasons, as well as years of contemplating their decision. Intrinsic motivation is predominantly described, while other reasons are described as supplementary. CCRTs view teaching as a means to inspire students and support their families, valuing the alignment between their previous professional experience and the teaching profession. Additionally, CCRTs experiencing solo teaching without extensive mentor guidance show confidence in integrating their prior expertise into their teaching practice.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Teachers’ Lives, Identities, and Journeys

Papers

• 16. Career-Change Resident Teachers’ Motivation and Perception on Bringing Their Experiences Into Their Classroom (Poster 16) - Seoyeon Lee, University at Buffalo - SUNY