From the field to the classroom: Exploring instructors’ motivation and the teacher identity in dual credit career and technical education programs

Abstract

Compared to other educators, career and technical education (CTE) instructors often possess significant industry knowledge but limited pedagogical skills. Some may define their jobs as role models or trainers for the next generation of professionals, rather than teachers. In this case study, we interviewed 12 CTE dual credit instructors at a CTE center offering CTE dual credit programs to all eligible high school students within an urban public school district located in the southeastern United States. Specifically, this study explored CTE instructors’ educational and professional trajectories, motivations to teach, and identification as teachers. We sought to understand how previous work experiences and other social contexts influenced the teacher identity of CTE dual credit instructors at The Center. Findings about teacher preparation and teacher identity can generate practical recommendations for recruiting and retaining highly competent instructors for CTE dual credit programs.