STEM to school: Navigating new identities of second-career science teachers
Clicks: 4
ID: 287551
2025
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This
article has not been analysed, so there is no overall score —
reader engagement is measured and shown alongside.
Reader Engagement
Emerging Content
0.9
/100
4 views
0 readers
AI Quality Assessment
Not analyzed
Readership in this journal
EmergingRanked #2,366 of 3,757 articles by views in Malay Journal
Most read
Least read
Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.
Mint this article as an NFT
Not yet mintedCreate a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.
5
SUSD
one-off · no wallet required
Abstract
This study examines the professional identity development of Science, Technology, Engineering, and Mathematics (STEM) professionals transitioning into teaching, grounded in a sociocultural view of identity as dynamic and relational. While second-career STEM educators bring valuable industry expertise to enhance instruction, their transition involves complex identity negotiations and pedagogical adaptations, areas insufficiently explored in existing literature. Employing a mixed-methods design integrating narrative inquiry and quantitative analysis based on expectancy-value theory, data were gathered through semi- structured interviews, classroom observations, and survey analysis using the Factors Influencing Teaching Choice (FIT-Choice) scale. (1) pursuit of professional purpose beyond technical expertise, (2) tensions in identity reconstruction, (3) integration of STEM industry knowledge into pedagogy, (4) institutional influences on sustaining vocational commitment, and (5) evolving instructional agency and reflective pedagogy. The study highlights how second-career STEM educators navigate instructional, institutional, and cultural challenges, emphasizing identity integration and institutional belonging. Recommendations stress targeted support structures and professional development that embrace, rather than resolve, inherent tensions of career transformation.
| Reference Key |
persistent_1760661935_68f191af36faf
Use this key to autocite in the manuscript while using
SciMatic Manuscript Manager or Thesis Manager
|
|---|---|
| Authors | Bermillo, John Robert V. |
| Journal | Malay Journal |
| Year | 2025 |
| DOI |
DOI not found
|
| URL | |
| Keywords | Keywords not found |
Citations
No citations found. To add a citation, contact the admin at info@scimatic.org
Comments
No comments yet. Be the first to comment on this article.