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.
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2008, Volume 4, Issue 2, 169-182
Publication date: 22 Apr 2008
Article Views: 1205
Article Downloads: 527Open Access References How to cite this article