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Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers

Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers

Patricia Dickenson
Copyright: © 2014 |Pages: 26
ISBN13: 9781466659902|ISBN10: 1466659904|EISBN13: 9781466659919
DOI: 10.4018/978-1-4666-5990-2.ch003
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MLA

Dickenson, Patricia. "Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers." Cases on Teacher Identity, Diversity, and Cognition in Higher Education, edited by Paul Breen, IGI Global, 2014, pp. 61-86. https://doi.org/10.4018/978-1-4666-5990-2.ch003

APA

Dickenson, P. (2014). Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers. In P. Breen (Ed.), Cases on Teacher Identity, Diversity, and Cognition in Higher Education (pp. 61-86). IGI Global. https://doi.org/10.4018/978-1-4666-5990-2.ch003

Chicago

Dickenson, Patricia. "Redesigning Teacher Education Programs to Meet the Needs of Today's Second Career Pre-Service Teachers." In Cases on Teacher Identity, Diversity, and Cognition in Higher Education, edited by Paul Breen, 61-86. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5990-2.ch003

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Abstract

Research suggests the fastest growing group in teacher training programs is second career teachers (Brooks & Hill, 2004). This chapter examines the profiles of second-career pre-service teachers in a blended online program in Silicon Valley, California. Participants' motivations and reasons for becoming an educator were examined from a sociocultural lens to understand how economic, social, and cultural factors might influence their decision to enter the teaching profession. In addition, formative, social, and personal experiences provide insight as to why this group selected a non-traditional teacher education program, and what prior skills and experiences they bring to the teaching profession.

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