The Differential Impact of Informal Experiences on Teachers’ Identity and Career Aspirations

Bibliographic Data

ID22046099
AuthorsM Gail Jones (0000-0002-3815-510X, North Carolina State University, corresponding author), Emma Refvem (0000-0003-1958-5849, Durham Public Schools), Katharina R Mendoza (0000-0002-7079-477X, University of Nebraska at Omaha), Sarah J Carrier (0000-0002-6902-812X, North Carolina State University), Julianna Nieuwsma (0000-0002-4150-5916, East Carolina University), Tammy D Lee (0000-0002-8084-4953, East Carolina University), Amy Taylor (0000-0002-9959-6662, University of North Carolina Wilmington)
Year2026
Volume16
Issue2
Pages218
Publication date2026-02-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16020218
OpenAlexW7127073178
LanguageEN
References cited38

This explanatory mixed-methods study explored the relationship of teachers’ early informal teaching and facilitation experiences on the development of a teacher identity and decisions to pursue careers in teaching. Science teachers were surveyed (n = 160) about informal experiences they had prior to teaching that influenced their decision to enter a teaching career. Ten teachers were randomly selected to participate in a follow-up interview designed to gain insight into the context and nature of the experiences. Results showed that activities involving facilitation, such as tutoring, camp counselling, and volunteering at museums, were perceived as significant influences on career choice more than participatory experiences. Facilitating roles allowed individuals to practice and develop leadership and teaching skills. Experiences such as museum volunteering were reported as particularly impactful. The results suggest that some types and contexts of experiences play differential roles in the development of science teachers’ career aspirations. The findings underscore the potential of informal, facilitation-based experiences as tools to cultivate future science educators. This study examined reported experiences that contribute to science teachers’ identity and career aspirations, and the results can inform our understanding of the teacher pipeline by supporting opportunities for youth to be engaged in experiences where they can facilitate learning for others

Career development · Citizen journalism · Context effect · Facilitation · Informal learning · Science education · Semi-structured interview · Career Development and Diversity · Museums and Cultural Heritage · Teacher Professional Development and Motivation

Tools

Open DOIOpen Access