This article addresses teacher retention in urban schools, focusing on high-need secondary science classrooms. As a longitudinal study, this research investigated how eight case study teachers conceived of their careers and career moves. The experiences and perspectives of three case study teachers indicated that they were situated along a continuum from those who aimed to integrate fully into the educational system to those who wanted to participate in it for a limited period of time. Teachers negotiated their perspectives with the workplace context to shape participation in school communities, relationships with students and colleagues, and career directions.
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