Conserving the Status Quo in Social Studies Teaching: The Case of Second Career Military Teachers

Abstract

Abstract This study examines the educational perspectives and careers attractions of second career teachers with prior military career experience. The study is framed within the context of research that attempts to explain why traditional pedagogical practices persist despite reforms designed to transform teacher education and classroom practices. Well-entrenched lessons from military experiences concerning on-the-job and apprenticeship training, as well as successful institutional socialization, suggest these second career teachers will be a conserving force within the teaching profession. This study also suggests that second career teachers rely on personal life experiences, rather than content or professional education preparation, as the primary knowledge base for teaching. In addition, this study found that many assumptions concerning the desirable traits these individuals bring to the teaching profession are unexamined and misleading.