No More Business as Usual: Career Changers Who Become Teachers

Crow, Gary M.; Levine, Linda; Nager, Nancy

doi:10.1086/443956

Cited by 76 publications

(53 citation statements)

References 9 publications

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“…Other studies report about the personal qualities and strengths of career changers, i.e. they had developed a well-defined sense of self and an understanding of human nature through former work and life experience (Crow, Levine, & Nager, 1990;Freidus, 1992Freidus, , 1994Freidus & Krasnow, 1991).…”

Section: Second-career Teachers' Earlier Experiencesmentioning

confidence: 99%

“…Several studies have shown that career changers often bring an articulated sense of mission and agency and a strong sense of commitment based upon earlier experiences to teaching (Bullough & Knowles, 1990;Crow et al, 1990;Freidus & Krasnow, 1991;Gordon, 1993;Powers, 2002;Resta, Huling, & Rainwater, 2001). In these studies, examples are reported of career changers who care a great deal about children, want to help young people, have the desire to make a difference in the lives of their pupils, are aware of social issues related to education, and show vocational mission, community service and personal commitment.…”

Section: Second-career Teachers' Earlier Experiencesmentioning

confidence: 99%

“…Crow et al (1990) claimed that second-career teachers can be grouped into three categories with respect to mission: ''home comers'', who see teaching as a turn to a career they had always hoped to enter; ''converted'', who consider teaching for the first time as a pivotal event that causes them to reconsider plans; and ''unconverted'', who have ''achieved high status in other occupations'', but quickly become ''disenchanted with a teaching career''.…”

Section: Second-career Teachers' Earlier Experiencesmentioning

confidence: 99%

See 2 more Smart Citations

Crossing horizons: Continuity and change during second-career teachers’ entry into teaching

Tigchelaar

Brouwer

Korthagen³

2008

Teaching and Teacher Education

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Findings are reported from two studies examining from which specific backgrounds and in which ways second-career teachers make the transition to teaching. The transfer of existing competencies to teaching is shown to involve a challenging interplay between experiences of continuity and change. Continuity was found at the level of beliefs. Change predominated at the level of the work environment. Continuity as well as change were experienced at the levels of behaviour, competencies, identity and mission. Several aspects of career changers' workplace learning are identified which deserve special attention in designing and implementing alternative certification programmes. r

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Section: Second-career Teachers' Earlier Experiencesmentioning

confidence: 99%

Section: Second-career Teachers' Earlier Experiencesmentioning

confidence: 99%

Section: Second-career Teachers' Earlier Experiencesmentioning

confidence: 99%

See 1 more Smart Citation

Crossing horizons: Continuity and change during second-career teachers’ entry into teaching

Tigchelaar

Brouwer

Korthagen³

2008

Teaching and Teacher Education

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“…Even with these potentially valuable skills, experiences and knowledge, the move into teaching is not a seamless transfer from previous occupations for career switchers. They often struggle with their attitudes and beliefs about teaching, preconceived notions of the nature of teaching and learning, and the need to learn pedagogical strategies (Bullough Jr. & Knowles, 1990;Crow, Levine, & Nager, 1990;Freidus, 1992;Ludwig, Stapleton, & Goodrich, 1995;Powell, 1996). Research to date regarding career switchers has focused on small and opportune groups.…”

Section: Introductionmentioning

confidence: 99%

“…Unless teaching can be made an attractive career choice for new graduates as well as for those who switch to teaching after pursuing other careers (Crow et al, 1990;Priyadharshini & Robinson-Pant, 2003;Richardson & Watt, 2005;Serow & Forrest, 1994) the shortage of suitably qualified and experienced teachers promises to worsen. If policy-makers are to effectively attract suitably qualified people into the profession, they will need to understand whether career change entrants have complex reasons for seeking to switch careers, and that these motivations may contrast with the entry motivations of undergraduate school-leavers commencing teacher education studies.…”

Section: Introductionmentioning

confidence: 99%

Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities

Richardson

Watt

2006

Asia-Pacific Journal of Teacher Education

510

381

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In this large-scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States of New South Wales and Victoria. Our recently developed and validated ''FIT-Choice'' (Factors Influencing Teaching Choice) Scale determines the strength of influence for a range of motivations from individuals choosing teaching as a career. Findings build upon and extend previous literature relating to reasons for teaching as a career choice, which have not systematically applied current motivational models to developing explanations. Participants were the entire cohorts (N51,653) of first-year pre-service teacher education candidates at three universities in Sydney and Melbourne. Results provide a profile of a large sample of pre-service teachers whose decision to enrol in a teacher education program has been made at a time when the mass media and the general public have increasingly looked upon teaching as a poor career choice. Our new theoretical approach allows us to recommend strategies for teacher recruitment campaigns, based on a comprehensive understanding of individuals' motivations for choosing teaching.

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Building teacher identity with urban youth: Voices of beginning middle school science teachers in an alternative certification program

Proweller

Mitchener

2004

J Res Sci Teach

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Teacher identity development and change is shaped by the interrelationship between personal biography and experience and professional knowledge linked to the teaching environment, students, subject matter, and culture of the school. Working from this framework, this study examines how beginning teacher interns who are part of an alternative route to teacher certification construct a professional identity as science educators in response to the needs and interests of urban youth. From the teacher interns, we learn that crafting a professional identity as a middle‐level science teacher involves creating a culture around science instruction driven by imagining “what can be,” essentially a vision for a quality and inclusive science curriculum implicating science content, teaching methods, and relationships with their students. The study has important implications for the preparation of a stronger and more diverse teaching force able to provide effective and inclusive science education for all youth. It also suggests the need for greater attention to personal and professional experience and perceptions as critical to the development of a meaningful teacher practice in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1044–1062, 2004

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No More Business as Usual: Career Changers Who Become Teachers

Cited by 76 publications

References 9 publications

Crossing horizons: Continuity and change during second-career teachers’ entry into teaching

Crossing horizons: Continuity and change during second-career teachers’ entry into teaching

Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities

Building teacher identity with urban youth: Voices of beginning middle school science teachers in an alternative certification program

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