Abstract
Career change individuals’ motivations for choosing teaching later in life are complex and personal. However, there is a common thread in their search and decisions to embark on a teaching career, which are often made with much reflective thought, purposeful inquiry and questioning. This chapter utilizes phenomenological inquiry to examine the transformation that occurs in career change teachers as they transition to a new workplace called 'school'. Utilizing the themes of 'lived relation' and 'lived space', the chapter draws attention to teachers' lived experiences in everyday situations and everyday relationships to unpack what it is like for someone from a different career to become a teacher. The chapter's purpose is to provide rich insights into the meaning making processes during career change and to explore the impact of external and internal adjustments that take place as a result of the transition.
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Notes
- 1.
An individual’s world of immediate experience.
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Varadharajan, M., Buchanan, J. (2021). A Phenomenological Approach to Understanding Career Change Teachers. In: Career Change Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-16-6038-2_7
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