Examining incoming identities in an alternative certification program in mathematics and science

Patricia Friedrichsen, John Lannin, Sandra Abell, Edith (Fran) Arbaugh, Mark Volkmann

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In response to the shortage of qualified secondary mathematics and science teachers in the United States, alternative certification programs (ACPs) are proliferating. This study used identity as a theoretical lens to examine the incoming identities of 19 participants with post-baccalaureate degrees who entered an ACP. Within this cohort, the participants' incoming teacher identities ranged from "Always a Teacher" to "Late Deciders" to "Career Explorers." Participants held multiple non-teaching identities, some which supported their teacher identities (e.g., parent, tutor) while other identities (e.g., college instructor) created tension. Implications include recommendations for alternative certification program development and further research.

Original languageEnglish (US)
Pages (from-to)169-182
Number of pages14
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume4
Issue number2
DOIs
StatePublished - Jan 1 2008

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Certification
certification
Lenses
mathematics
Alternatives
science
teacher
Shortage
tutor
shortage
Lens
Recommendations
instructor
parents
career

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics

Cite this

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Examining incoming identities in an alternative certification program in mathematics and science. / Friedrichsen, Patricia; Lannin, John; Abell, Sandra; Arbaugh, Edith (Fran); Volkmann, Mark.

In: Eurasia Journal of Mathematics, Science and Technology Education, Vol. 4, No. 2, 01.01.2008, p. 169-182.

Research output: Contribution to journalArticle

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