[Download] "Why Now? Factors Associated with Choosing Teaching As a Second Career and Their Implications for Teacher Education Programs (Report)" by Teacher Education Quarterly * Book PDF Kindle ePub Free

February 11, 2021

eBook details

Title: Why Now? Factors Associated with Choosing Teaching As a Second Career and Their Implications for Teacher Education Programs (Report)
Author : Teacher Education Quarterly
Release Date : January 22, 2009
Genre: Education,Books,Professional & Technical,
Pages : * pages
Size : 233 KB

Description

"One night this feeling came over me. It was as clear as day," explained Ken, (1) a retired sergeant in the U. S. military, recalling an epiphany he experienced while fighting in the Afghan Mountains on December 6, 2006. "Inspiration basically said, 'When you go back [home] you're done. This is your last mission. You are going to be a teacher in the inner city.'" Although Ken had never considered teaching before, he had adopted a mentoring role for younger troops in the field. Six days after the epiphany, he returned home and began investigating a career change into teaching. Ken found a website for a school district's alternative route to teacher certification and discovered an information session scheduled for the next evening. "If it [the session] had been put off until the summer time, I would have been like, 'I can't do this ... I can't wait that long.'" Ken attended the information session and soon embarked on a path toward becoming a second-career teacher. Despite his nearly seamless transition from the battlefield to the classroom, a closer look at Ken's story reveals several factors that influenced his decision to become a teacher. With a projected shortage of 2.2 million new public school teachers needed for the 2008-2009 school year (Hussar, 2000), policymakers, school district personnel, and teacher educators need to understand such factors and their implications for recruiting career changers. Several researchers note that graduates from university-based teacher education programs often choose not to teach in high-demand fields or in urban or rural school districts (Darling-Hammond & Cobb, 1996; Darling-Hammond & Sykes, 2003; Ng, 2003; Zumwalt & Craig, 2005).

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