Crossing horizons: Continuity and change during second-career teachers’ entry into teaching

Abstract

Findings are reported from two studies examining from which specific backgrounds and in which ways second-career teachers make the transition to teaching. The transfer of existing competencies to teaching is shown to involve a challenging interplay between experiences of continuity and change. Continuity was found at the level of beliefs. Change predominated at the level of the work environment. Continuity as well as change were experienced at the levels of behaviour, competencies, identity and mission. Several aspects of career changers' workplace learning are identified which deserve special attention in designing and implementing alternative certification programmes. r

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“…An overview of the literature suggests that the reasons why second-career teachers choose such a career change are diverse (Laming & Horne, 2013). In general, they show high levels of intrinsic motivation: they are driven by a desire to pass on their expertise, help young people and contribute to society (Berger & D'Ascoli, 2012;Chambers, 2002;Haggard, Slostad, & Winterton, 2006;Lee, 2011;Lee & Lamport, 2011;Powers, 2002;Priyadharshini & Robinson-Pant, 2003;Salyer, 2003;Tigchelaar, Brouwer, & Korthagen, 2008, Tigchelaar et al, 2010Williams & Forgasz, 2009). Thus, altruism is an obvious reason (Chambers, 2002;Laming & Horne, 2013;Uusimaki, 2011), although they also see personal benefits (Chambers, 2002;Laming & Horne, 2013) and perceive teaching as more exciting, interactive and creative than their previous career (Haggard et al, 2006).…”

“…Several studies have attempted to categorize second-career teachers into subgroups based on their motivations (Anthony & Ord, 2008;Chin & Young, 2007;Crow, Levine, & Nager, 1990, as cited in Lee & Lamport, 2011;Priyadharshini & Robinson-Pant, 2003;Richardson & Watt, 2005;Tigchelaar et al, 2008). Similar subgroups come to the fore within these studies.…”

“…However, precisely which competences do they bring? A distinction should be made between competences that almost all second-career teachers bring to education -for example, those related to age and general work and life experience (Ng & Thomas, 2007;Tigchelaar et al, 2008) -and competences related to specific work and life experiences.…”

“…Furthermore, they have a highly developed work ethic and good work habits (Chambers, EDUPIJ / VOLUME 5 / ISSUE 3 / FALL / 2016 2002; Resta, Huling, & Rainwater, 2001, as cited in Lee & Lamport, 2011;Williams & Forgasz, 2009). Due to their earlier work and life experiences, it is easier for them to behave in a work context such as a school organization (Tigchelaar et al, 2008). The transferable skills reported most in the literature concern communication and interpersonal abilities (Anthony & Ord, 2008;Chambers, 2002;Mayotte, 2003;Salyer, 2003;Tigchelaar et al, 2008Tigchelaar et al, , 2010, and skills in raising children or working with youth (Anthony & Ord, 2008;Lee, 2011;Tigchelaar et al, 2008).…”

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“…Unlike most studies on the development of second-career student teachers, the present study specifically attempted to conceptualise the professional growth of unqualified PE teachers who have years of work experience in schools (cf. Tigchelaar, Brouwer, & Korthagen, 2008;Tigchelaar, Brouwer, & Vermunt, 2010). This kind of study provides important insight into new forms of teacher development in times of rapid social and economic changes which the education systems globally meet.…”