Supporting Identity Development Amidst Teacher Attrition: Retaining Alternatively Certified Teachers

Abstract

ABSTRACT Amidst nationwide teacher shortages, there is an increased number of alternatively certified teachers filling teaching positions in K-12 classrooms. Teacher education for alternative certification programs differs from traditional teacher education programs, and various factors (transfer of skills from a first career, lack of prior pedagogical education, self-efficacy) influence alternatively certified teachers’ professional identity. Thus, teacher education programs and school-based teacher retention efforts must incorporate healthy ways to support professional identity formation and development. This paper provides a review of literature that explores teachers’ identity development and suggests recommendations regarding identity development for teachers educated through alternative certification programs.