ERIC Number: EJ1042771
Record Type: Journal
Publication Date: 2014-Nov
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: N/A
Midcareer Entrants to Teaching: Who They Are and How They May, or May Not, Change Teaching
Marinell, William H.; Johnson, Susan Moore
Educational Policy, v28 n6 p743-779 Nov 2014
This study uses an innovative methodology and six waves of "Schools and Staffing Survey" data spanning two decades (1988-2008) to assess the potential of midcareer entrants--teachers who enter the profession from careers outside of education--to diversify teaching, staff public schools, and fill vacancies in high-need subjects. We find that the percentage of midcareer entrants among first-year teachers nearly doubled between 1988 and 2008 and that midcareer entrants comprise more than one third of incoming public school teachers. Despite this influx, midcareer entrants have not substantially diversified the teaching workforce. These findings have implications for teacher preparation, induction, and policies aimed at diversifying teaching.
Descriptors: Midlife Transitions, Career Change, Teaching (Occupation), Teacher Characteristics, School Surveys, Public Schools, Incidence, Gender Differences, Racial Distribution, School Statistics, Teacher Influence, Educational Policy, Educational Research, Trend Analysis, Professional Identity, Individual Characteristics, Professional Development, Elementary Secondary Education, Alternative Teacher Certification
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A