RUME 25
2023
Omaha, Nebraska
Nontraditional Pathways to Teaching Postsecondary Math: A Qualitative Study on Educators Between the Boundaries of High School and College
Page: 199
Past research typically assumes that an instructor is a high school or college instructor, but not both. The mechanisms to obtain teaching credentials for each are also traditionally separate, but some instructors teach at both levels simultaneously or transition between them during their careers. To better understand them, we surveyed instructors with experience in both high school and college math teaching. For our qualitative study, we asked questions centered around the Pedagogical Content Knowledge domains within Mathematical Knowledge for Teaching (Ball et al., 2008; Shulman, 1986). In this paper, we discuss the survey, data collection, coding, and findings on teacher perceptions of their jobs that fall across institutional boundaries.