IntroductionThe purpose of this study is to investigate the reasons for choosing teaching as a second career and the self-efficacy among graduates of a retraining teaching course. The study is based on changes that have occurred in recent years that point at an ongoing increase of teacher training programs and alternative routes for academics in Israel and around the world. (Kfir, 2008;Sinclair, 2008). These programs include a variety of models; most of which the theoretical-academic requirements of teacher training have been reorganized in order to accelerate the entrance into the teaching career and the fast integration into schools. The number of people, who choose to embrace the teaching career, is constantly increasing, (Richardson & Watt, 2006). Most of the applicants are characterized by maturity and a broad perspective over civilian and military technological careers they had engaged in before choosing to retrain for teaching.The main aims of the study are: a. To investigate, characterize and compare the motives that have directed the graduates to embrace teaching as a second career; b. To research the self-efficacy of the graduates to cope with the challenges of this career.Comparison of the learners' perceptions from the various groups can illuminate the phenomenon of mature and experienced people turning to the teaching profession as second career and their feelings of self-efficacy. Moreover, the findings help broaden the point of view of the policy makers in the system of education about the justification and value of the establishment of special courses for teacher training in order to attract valuable people who regard teaching as a vocation.

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This study examines former hi-tech workers who have pursued a second career in teaching. Narratives of 15 novice teachers: 8 men and 7 women from scientific fields are examined based on Positioning Theory. Two facets of their transition are examined: (a) Reasons for career change and image of both professions and (b) task perception, motivation, and commitment to teaching. Through the narratives, common themes are exposed: feelings of appeal versus rejection; financial sacrifice; work overload in hi-tech; and the need for meaningful emotional connections. Emphasis is placed on the importance of appropriate training for such teachers and the optimal conditions for their placement and acclimation in the education system.

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The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a 'multi-phase' mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are reflected in the curriculum planning program, how Student Teachers (STs) in the program perceive the program's clinical and participatory dimensions and the nature of the challenges that arise in the program. Tools include: Documents of the programs; observations of the practical school experiences; A closed clinical socialinteractive Questionnaire and a semi-structured clinical participatory (CP) questionnaire. The findings reflect clinical-participatory concept in teacher education, both in the curricular and the socio-interactive aspects. The analysis of the clinical-participatory dimensions, including their different aspects and components can be a guiding framework for diagnosing, planning, investigating and evaluating teacher education programs.