Engineers as second-career teachers: The perceived contribution of engineering education and career to teaching

Abstract

Due to a shortage of high-school teachers in Science, Technology, Engineering and Mathematics, the Ministry of Education in Israel has initiated special programs for training engineers as second-career teachers. This study aims to explore the possible contribution of education and previous career in engineering to teaching as a second-career. This longitudinal study probes engineers' perceptions and professional development during their first years of teaching in high-school. It follows the transition to teaching of 30 engineers who have completed an intensive pre-service teacher training program. The research tools include an open questionnaire at the end of the training program and semi-structured interviews with a subgroup of engineers during their first year of teaching at schools. Initial findings show that at the end of the training program, engineers expect their ability of self-directed learning, management skills, thinking skills and problem-solving competencies to contribute to their teaching as a second-career. After 6 months of teaching, the engineers stated that what mostly helps them in teaching are their self-directed learning skills, experience in industry as a lever for enhancing motivation and interest in their students, and their mental maturity which enables effective coping with adolescent students.