Abstract
This chapter examines career change teachers’ classroom teaching methods, examples of teaching practices and the type of knowledge they bring and share to improve student learning. It proceeds to question the extent to which and ways in which teachers draw upon their various skills and their ability to connect these skills and expertise suitably and appropriately to support student needs. The chapter observes that career changers' life experiences, personal qualities and other general characteristic skills are likely to have a valuable impact on students and their future lives.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
There might be a minor overlap of studies that is covered in Chap. 8.
References
Baeten, M., & Meeus, W. (2016). Training second-career teachers: a different student profile, a different training approach? Educational Process: International Journal, 5(3), 173–201. https://doi.org/10.12973/edupij.2016.53.1.
Chambers, D. (2002). The real world and the classroom: Second-career teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75(4), 212–217. https://doi.org/10.1080/00098650209604935
Eifler, K., & Potthoff, D. E. (1998). Nontraditional teacher education students: A synthesis of the literature. Journal of Teacher Education, 49(3), 187–195. https://doi.org/10.1177/0022487198049003004
Grier, J. M., & Johnston, C. C. (2009). An inquiry into the development of teacher identities in STEM career changers. Journal of Science Teacher Education, 20(1), 57–75. https://doi.org/10.1007/s10972-008-9119-2
Grier, J. M., & Johnston, C. C. (2012). STEM professionals entering teaching: Navigating multiple identities. Journal of Science Teacher Education, 23(1), 19–44. https://doi.org/10.1007/s10972-011-9260-1
Haim, O., & Amdur, L. (2016). Teacher perspectives on their alternative fast-track induction. Teaching Education, 27(4), 343–370. ERIC. https://doi.org/10.1080/10476210.2016.1145204.
Halladay, P. (2008). Mid-career changers: An investigation of non-traditional entrants into teaching [Doctoral Dissertation, Michigan State University]. http://magic.lib.msu.edu/search~S39?/YMid-career+changers%3A+An+investigation+of+non-traditional+entrants+into+teaching&searchscope=39&SORT=D/YMid-career+changers%3A+An+investigation+of+non-traditional+entrants+into+teaching&searchscope=39&SORT=D&SUBKEY=Mid-career+changers%3A+An+investigation+of+non-traditional+entrants+into+teaching/1%2C3%2C3%2CB/frameset&FF=YMid-career+changers%3A+An+investigation+of+non-traditional+entrants+into+teaching&searchscope=39&SORT=D&2%2C2%2C.
Hunter-Johnson, Y. (2015). Demystifying the mystery of second career teachers’ motivation to teach. The Qualitative Report, 20(8), 1359–1370. Education Database.
Jenne, J. T. (1996, November). Common assumptions about second career teachers and the social studies. Paper Presented at the Annual Meeting of the National Council for the Social Studies, Washington, DC. https://eric.ed.gov/?id=ED412167.
Keck Frei, A., Kocher, M., & Bieri Buschor, C. (2021). Second-career teachers’ workplace learning and learning at university. Journal of Workplace Learning, ahead-of-print(ahead-of-print). https://doi.org/10.1108/JWL-07-2020-0121.
Lee, D. (2011). Changing course: Reflections of second-career teachers. Current Issues in Education, 14(2), 1–19. ERIC.
Marinell, W. H. (2008). Math and science mid-career entrants to teaching: Well skilled but “working in a void”. Harvard Graduate School of Education. http://isites.harvard.edu/icb/icb.do?keyword=hgse_pngt.
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education, 68(1), 29–45. https://doi.org/10.1007/s10734-013-9678-9
Powell, R. R. (1997). Teaching alike: A cross-case analysis of first-career and second-career beginning teachers’ instructional convergence. Teaching and Teacher Education, 13(3), 341–356. https://doi.org/10.1016/S0742-051X(96)00027-3
Priyadharshini, E., & Robinson-Pant, A. (2003). The attractions of teaching: An investigation into why people change careers to teach. Journal of Education for Teaching, 29(2), 95–112. https://doi.org/10.1080/0260747032000092639
Rowston, K., Bower, M., & Woodcock, S. (2020). The lived experiences of career-change pre-service teachers and the promise of meaningful technology pedagogy beliefs and practice. Education and Information Technologies, 25(2), 681–705. ERIC. https://doi.org/10.1007/s10639-019-10064-8.
Salyer, B. A. (2003). Alternatively and traditionally certified teachers: The same but different. NASSP Bulletin, 87(636), 16–27. https://doi.org/10.1177/019263650308763603
Schlossberg, N. K. (1981). A model for analyzing human adaptation to transition. The Counseling Psychologist, 9(2), 2–18. https://doi.org/10.1177/001100008100900202
Tigchelaar, A., Brouwer, N., & Korthagen, F. (2008). Crossing horizons: Continuity and change during second-career teachers’ entry into teaching. Teaching and Teacher Education, 24(6), 1530–1550. https://doi.org/10.1016/j.tate.2008.03.001
Tigchelaar, A., Vermunt, J. D., & Brouwer, N. (2014). Patterns of development in second-career teachers’ conceptions of teaching and learning. Teaching and Teacher Education, 41, 111–120. https://doi.org/10.1016/j.tate.2014.04.001
Trent, J. (2018). “It’s like starting all over again”. The struggles of second-career teachers to construct professional identities in Hong Kong schools. Teachers and Teaching : Theory and Practice, 24(8), 931–950. Education Database. https://doi.org/10.1080/13540602.2018.1477752.
Varadharajan, M. (2014). Understanding the lived experiences of second career beginning teachers. [Doctoral Dissertation, University of Technology Sydney]. http://hdl.handle.net/10453/29255.
Varadharajan, M., Buchanan, J., & Schuck, S. (2018). Changing course: The paradox of the career change student-teacher. Professional Development in Education, 44(5), 738–749. https://doi.org/10.1080/19415257.2017.1423369
Varadharajan, M., Buchanan, J., & Schuck, S. (2020). Navigating and negotiating: Career changers in teacher education programmes. Asia-Pacific Journal of Teacher Education, 48(5), 477–490. https://doi.org/10.1080/1359866X.2019.1669136
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2021 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Varadharajan, M., Buchanan, J. (2021). The Teaching Practices of Career Change Teachers: What Works and What Doesn’t Work?. In: Career Change Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-16-6038-2_6
Download citation
DOI: https://doi.org/10.1007/978-981-16-6038-2_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-6037-5
Online ISBN: 978-981-16-6038-2
eBook Packages: EducationEducation (R0)