Patterns of development in second-career teachers' conceptions of teaching and learning

Tigchelaar, Anke; Vermunt, Jan D.; Brouwer, Niels

doi:10.1016/j.tate.2014.04.001

Cited by 31 publications

(15 citation statements)

References 37 publications

(37 reference statements)

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“…Still, school-based professional development activities can focus on drawing out teachers' conceptualisations of learning in order to critically examine understandings of knowledge construction (e.g. Tigchelaar et al, 2014). These understandings can range from knowledge being stagnant and absolute to knowledge as continuously developing and dependent on inquiry and co-construction.…”

Section: Resultsmentioning

confidence: 99%

Dialogic pedagogies in educational settings for active citizenship, social cohesion and peacebuilding in Lebanon

Akar

2016

Education, Citizenship and Social

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Many educational programmes in societies affected by armed conflict aim to promote dialogic engagement as a fundamental aim and pedagogy for social reconstruction. Despite supporting government policies, classrooms show very little or no evidence of dialogic practices where learners (co-)construct knowledge with peers and engage in critical and appreciative inquiry. In the case of Lebanon, I examine the approaches of promoting dialogic pedagogies through formal and non-formal educational programmes. The conceptual framework draws on literature from Bakhtin, Habermas, Islamic and Arab scholars and researchers in effective learning. Evidence is gathered from (1) classroom observations and conversations with teachers from seven schools and (2) students' written reflections from a 10-day residential programme. Evidence suggests that dialogic engagement is largely dependent on facilitators' approaches to knowledge construction. Even with intervention to support teachers in facilitating dialogic activities in formal schooling, teachers continue to seek student confirmation of preset content knowledge.

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Section: Resultsmentioning

confidence: 99%

Dialogic pedagogies in educational settings for active citizenship, social cohesion and peacebuilding in Lebanon

Akar

2016

Education, Citizenship and Social

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“…Similarly Wilkin's (2017) study found that second career teachers felt being under-appreciated in their school environment by their colleagues making Figure 6. Analysis of Phil's designed assignment their transition more challenging, and (5) They had to revise their professional identity moving from one institutional context -the education program, to another -the school context; forcing its reconciliation through experiencing and overcoming challenges of various kinds (Pillen et al, 2013;Tigchelaar et al, 2014 ;van der Wal et al, 2019). Wilkin (2017) emphasized the main challenge for second career teachers as the transition from being an expert in one domain to novice in another.…”

Section: Discussionmentioning

confidence: 99%

“…The connections between previous experience and teaching practice is vital to the construction of their new professional identity (Williams, 2010). Career changers undergo personal and professional transformations as they transition to the teaching profession (Tigchelaar et al, 2014). Snyder and colleagues (2013) examined the transition of STEM career changers into teaching, and emphasized the importance of viewing this transition as a "social rebirth," since second career teachers must make adjustments to the change in their salary and social status (Johnson, 2015).…”

Section: Reviewing the Transition To Teaching As A Career Changermentioning

confidence: 99%

Transition into Teaching: Second Career Teachers’ Professional Identity

Shwartz

Dori

2020

EURASIA J Math Sci Tech Ed

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Using the identity lens as a theoretical framework, we studied 42 novice second career chemistry teachers, who had previously worked as chemists and participated in an alternative certification program (ACP) at a science and engineering research university. Our goal was to understand the transition process of these teachers into the teaching profession as they shape their identity and navigate through the contexts of the preparation program and the school system. Results showed that the career changers attributed their identity development to a variety of program identity resources, which shape one's identity: coursework, field experiences, and social contexts. We saw that the transition to the teaching profession was mainly due to their desire to contribute to society. Investigating three case studies, we learned that through the active participation, one's vision of the particular kind of teacher one aspires to be has developed within the unique learning environment created in the program.

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“…Tighelaar, Vermut and Brouwer (2012 [27]) argue that the impact of alternative certification programmes is modest, showing that both dropout rates among participants of these programmes and during the first years of their new careers tend to be high. In a previous study, Tighelaar, Brouwer and Korthagen (2008 [28]) cautioned about the risk of alternative routes that do not meet minimal quality standards and which may make graduates fall victim to a "revolving door effect" -the easier to enter, the easier to leave.…”

Section: Second Career Teachersmentioning

confidence: 99%