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

Patricia Friedrichsen, John Lannin, Sandra Abell, Fran Arbaugh, Mark Volkmann

Research output: Contribution to journalArticle

2 Scopus citations

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 - May 2008

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics

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