Amidst nationwide teacher shortages, there is an increased number of alternatively certified teachers filling teaching positions in K-12 classrooms. Teacher education for alternative certification programs differs from traditional teacher education programs, and various factors (transfer of skills from a first career, lack of prior pedagogical education, self-efficacy) influence alternatively certified teachers’ professional identity. Thus, teacher education programs and school-based teacher retention efforts must incorporate healthy ways to support professional identity formation and development. This paper provides a review of literature that explores teachers’ identity development and suggests recommendations regarding identity development for teachers educated through alternative certification programs. © 2024 ATE and CCNY.
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