Emerging, Existing, and Imagined Identities: A Case of Mid-Career and Late-Career Secondary Science Teacher Departure/Dropout

Abstract

ABSTRACT In order to improve the retention of science teachers, studies have focused on understanding the issues teachers encounter and identities they construct. Most studies examined the early years of teaching science. However, fewer studies of professional trajectory and identity examine the departure/dropout of mid-career and late-career science teachers. Using a case study, this research addressed the question, “what are the changes in teaching identity for mid/late career secondary science teachers who chose to leave the profession?” The study extended existing research in following (for seven years) two urban teachers (Judith and Barbara) who were first introduced to the author as participants in a professional development (PD) project. Data collected during and following a four-year PD experience included teacher reflections, interviews, focus groups, observations, teacher artifacts, and researcher notes. Judith entered the PD having completed her fourth year and left at the end of her ninth year. Barbara entered having completed her 14th year and left teaching at the end of her 20th year. Data were analyzed drawing on identity theory and social practice theory. Each teacher’s case (story) was presented as her identity was formed and reformed. A cross-case analysis then provided five themes (wanted to teach, maybe a leader, leaving with deliberation, still a teacher, happy) that became evident from the teachers’ stories. Although no longer teaching high school science, neither teacher saw herself as a “dropout”. Both still associated with “teacher”. Interestingly, both attributed the PD as shaping their trajectory to eventual departure from teaching.