Are they Genuinely Novice Teachers? - Motivations and Self-Efficacy of those who Choose Teaching as a Second Career

Abstract

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.

What has the Coalition Government done for the development of initial teacher education?

“…How these characteristics are acquired will vary between individuals, with the developmental needs of newly graduated trainees without any significant experience of classroom working differing widely from those of experienced mature entrants, perhaps coming with a variety of employment behind them, including perhaps time employed in schools in teacher-support roles (Wagner and Imanuel-Noy, 2014). Similarly, the range and scope of experiences necessary before a beginner teacher is prepared to an adequate level will vary.…”

Possible Selves as Correlates of EFL Teachers’ Self-Efficacy and Students’ Achievement

“…Furthermore, as indicated above, on the one hand, self-efficacy beliefs have been shown to be related to teachers' professional success and students' achievement. On the other hand, teachers' possible L2 selves also seem to be related to their academic practice and success (Hamman, Gosselin, Romano, & Bunuan, 2010;Kubanyiova, 2009;Wagner & Imanuel-Noy, 2014). Therefore, part of the problem in this study relates to the investigation of the relationship between teachers' possible L2 selves and their students' achievement.…”

Öğretmenleri̇n Öğretmenli̇k Mesleği̇ne İli̇şki̇n Tutum Ölçeği̇ni̇n Geli̇şti̇ri̇lmesi̇

“…Sabır, hoşgörü, özveri, sürekli çalışmayı ve yenilikleri takip etmeyi gerektiren öğretmenlik mesleğinde başarılı olmanın yolu bu mesleği severek ve isteyerek yapmaktan geçmektedir (Bob-Chui, 1995;Carless ve Arnup, 2011;Richardson ve Watt, 2005;Wagner ve Imanuel, 2014). Bu durum öğretmenlerin mesleklerine ilişkin taşıdıkları olumlu tutumla yakından ilişkilidir.…”