Abstract
ABSTRACT Alternative licensure programs – the route used by career changers to obtain a teaching license – are often touted as a solution to the teacher shortage, but if the career changers leave the teaching profession after just a few years in the classroom, the alternative licensure programs will be viewed as a temporary solution at best. The existing literature on career changers typically only focuses on the first few years of teaching after the career changer enters the teaching profession, so the purpose of this qualitative study was to explore the experiences of people who had changed their careers to teaching and had taught for 10 or more years. Semi-structured interviews were conducted with 20 career changers who had taught for 10 or more years and were currently teaching in a midwestern state. A thematic analysis of the data identified the importance of viewing classroom management as something that develops over time.
Published Version
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