Second-career science teachers’ classroom conceptions of science and engineering practices examined through the lens of their professional histories

Abstract

ABSTRACTScience standards in the U.S. have shifted to emphasise science and engineering process skills (i.e. specific practices within inquiry) to a greater extent than previous standards’ emphases on broad representations of inquiry. This study examined the alignment between second-career science teachers’ personal histories with the latter and examined the extent to which they viewed that history as a factor in their teaching. Four, second-career science teachers with professional backgrounds in engineering, environmental, industrial, and research and development careers participated. Through the examination of participants’ methodological and contextual histories in science and engineering, little evidence of conflict with teaching was found. They generally exemplified the agency and motivation of a second-career teacher–scientist that has been found elsewhere [Gilbert, A. (2011). There and back again: Exploring teacher attrition and mobility with two transitioning science teachers. Journal of Science Teacher Education, 22(5), 393–415; Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57–75]. The methodological and pedagogical perspectives of participants are explored and a discussion of the implications of findings for science teacher education are presented.