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RESEARCH PAPER
Transition into Teaching: Second Career Teachers’ Professional Identity
1
Faculty of Education in Science and Technology, Technion, Israel Institute of Technology, Haifa, ISRAEL
2
Samuel Neaman Institute for National Policy Research, Haifa, ISRAEL
Publication date: 2020-09-02
EURASIA J. Math., Sci Tech. Ed 2020;16(11):em1891
KEYWORDS
ABSTRACT
Using the identity lens as a theoretical framework, we studied 42 novice second career chemistry
teachers, who had previously worked as chemists and participated in an alternative certification
program (ACP) at a science and engineering research university. Our goal was to understand the
transition process of these teachers into the teaching profession as they shape their identity and
navigate through the contexts of the preparation program and the school system.
Results showed that the career changers attributed their identity development to a variety of
program identity resources, which shape one’s identity: coursework, field experiences, and social
contexts. We saw that the transition to the teaching profession was mainly due to their desire to
contribute to society.
Investigating three case studies, we learned that through the active participation, one’s vision of
the particular kind of teacher one aspires to be has developed within the unique learning
environment created in the program.
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