First steps in a second career: characteristics of the transition to the teaching profession among novice teachers

Bar-Tal, Smadar; Chamo, Nurit; Ram, Drorit; Snapir, Zohar; Gilat, Itzhak

doi:10.1080/02619768.2019.1708895

Cited by 15 publications

(18 citation statements)

References 29 publications

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“…In comparison to the other studies reviewed in the paper, the results of the LIZDA research reveal some similar challenges what novice teachers face in Latvia: lack or limited availability of mentoring (Spencer et al, 2018;Paula, & Grinfelde, 2018;Zhukova et al, 2018), difficulties in communication, problems with discipline in a classroom, need for emotional and psychological support (Mukamurera et al, 2019;Spencer et al, 2018), cooperation with colleagues (Bakieva et al, 2019), establishing teacher's authority and self-positioning as a teacher (Paula, & Grinfelde, 2018;Hauksdottir et al, 2018), unexpected workload on a daily basis (Paula, & Grinfelde, 2018;Mukamurera et al, 2019), stress (Antoniou et al, 2020;Bar-Tal et al, 2020). Apart from the professional support what novice teacher receive from the schools and their colleagues, societal and parental help and understanding is expected (Antoniou et al, 2020).…”

Section: Discussionmentioning

confidence: 87%

“…They concluded that the specific stress factors for teachers were favouritism of government and school administration, time pressure and pupils' character, pupils' improvement, resources and equipment, support from parents and society (Antoniou et al, 2020). Another study has focused on factors of job satisfaction among second-career teachers in their initial period at school; the authors concluded that availability of support was the most powerful predictor of high job satisfaction, and experience acquired before teaching career provided a repertoire of helpful strategies, thus improving ability to cope with stressful experiences (Bar-Tal, Chamo, Ram, Snapir, & Gilat, 2020). In their research, Bettini and Park (2017) have investigated novices' teaching experiences in high-poverty schools.…”

Section: Literature Review and The Present Studymentioning

confidence: 99%

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Professional Support Measures for Novice Teachers in Latvia

Grinfelde¹,

Technologies²,

Vanaga³

et al. 2021

Advances in Education and Educational Trends Series

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Retention of novice teachers in education system is a serious problem in Latvia. Mentoring, in-service training and emotional support are crucial for novice teachersto remain and continue working in school. The aim of this research is to explore opinions of Latvian teachers about professional support measures that are available and needed to be introduced for novice teachers. The research results were obtained duringan on-line survey (N=1258) conducted by the Latvian Trade Union of Education and Science Employees in 2018, and document analysis. The questionnaire comprised the statements on methodological, financial, material and technological support which were assessed by using 5-point symmetric Likert scale. The results witness about regional disparities mainly between the capital city Riga and other regions. There are statistically significant (p<0.05) differences in opinions of the teachers representing different regions of the country. The respondents agree that there is a lack of well-structured and uniform support system for novice teachers at national level. In general, the teachers are positive about availability of an emotional supportand in-service training. The most critical opinions are about material and financial support that novice teachers can access. The authors conclude that policy makers should focus on national teachers’ support guidelines.

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Section: Discussionmentioning

confidence: 87%

Section: Literature Review and The Present Studymentioning

confidence: 99%

Professional Support Measures for Novice Teachers in Latvia

Grinfelde¹,

Technologies²,

Vanaga³

et al. 2021

Advances in Education and Educational Trends Series

View full text Add to dashboard Cite

show abstract

“…Given the significant social and economic transformations of the past couple of decades, the profile of the career changers has also changed. This is reflected in more recent studies, which have defined career change teachers in broader terms as people over the age of 25 who have acquired significant life experience from previous occupations allowing them to bring assets such as maturity in age and professional expertise (Bar-Tal et al, 2020 ).…”

Section: Career Changers and Chronic Teacher Shortagesmentioning

confidence: 99%

Career change teachers in hard-to-staff schools: should I stay or leave?

et al. 2023

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Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career change journey. During this period, ‘push-and-pull’ factors impacted their intentions to stay in the profession. Challenges included inadequate school-level mentorship support, social-geographic isolation in a regional school setting during the COVID-19 remote learning and the more complex working conditions in hard-to-staff schools. The adverse impacts of these challenges were, to some extent, mitigated by the participants’ commitment to making a positive difference in the lives of children and young people through the teaching profession, a strong work ethic and support provided by their ITE programme in the form of university-based mentors and adjustment to study requirements. The participants responded to these push-and-pull factors in ways that highlighted their reflexive decision-making and determination to stay in teaching despite challenges. We discuss the implications of these findings for workforce planning strategies aimed at recruiting career change teachers in hard-to-staff schools.

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“…Since then, authors (Anthony & Ord, 2008;Hunter-Johnson, 2015) have continued to use the term second-career teacher. It is assumed that subsequent researchers (Bar-Tal et al, 2020) continued to use the term to build on this research, conveniently making research accessible for future researchers. In its broadest sense, SCT refers to a teacher who has at least one prior occupation and teaching as a second, third, fourth occupation, and so on.…”

Section: Characterisation Of the Sct Populationmentioning

confidence: 99%

“…SCT transitions include challenges that result in negative emotions (Bar-Tal et al, 2020;Castro & Bauml, 2009;Crosswell & Beutel, 2017;Peter et al, 2011;Tigchelaar et al, 2008; and challenges to the transfer of prior experiences to the teaching profession (Anderson et al, 2014;Anthony & Ord, 2008;Priyadharshini & Robinson-Pant, 2003;Raggl & Troman, 2008;Wilkins, 2015). For example, when SCTs expect to transfer their prior experience to their new roles, they experience feelings of betrayal and disillusion when the encountered teaching realities differ from their expectations (Peter et al, 2011).…”

Section: Main Findings Of the Research Traditionmentioning

confidence: 99%

Investigation of Sense-making of New Teachers With Prior Professional Experience (SCT) in Switzerland: an Interpretative Phenomenological Analysis

Weinmann¹

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This research sought to investigate the lived experiences of new teachers with prior professional occupational experience (also referred to as second-career teachers – SCT). This was within the context of a growing phenomenon – the prolonged and projected teacher shortage in Switzerland (SRF news, 2021). The objective was to increase psychological and sociological understanding of the meaning-making of SCTs, to add to interdisciplinary knowledge to conceptualise the phenomenon, and give voice to the experienced impact of the SCT phenomenon. Through the findings, I present an in-depth, idiographic analysis of the lived experiences of SCTs. Four superordinate themes were identified: ‘Directing career transformation’, ‘Making amendments to the self’, ‘Accentuating social professional support’, and ‘Implications of career transformation’. The findings suggest that participants adapted to becoming SCTs by learning in four primary ways: about their new roles; from their teaching experiences at the new workplace; from others (pupils, practitioners); and contextualising their previous professional experience. Due to those learning experiences, participants were able to reflect on how they directed their careers, highlighting what it meant to them and further constructing their career narrative. Therefore, the four superordinate themes are connected by the notion of an epic – of transforming the self by adapting to the role as teacher and teaching in a school and by narrating the meaning thereof. This research makes three original contributions to understanding the SCT phenomenon: • contributing empirical evidence on the growing SCT phenomenon in Switzerland; • applying an interdisciplinary perspective and conceptualising the phenomenon as transformation underpinned by a constructivist philosophy; and • methodological contributions including a meta-narrative analysis and employing IPA as a research philosophy and methodology. I discuss various implications for practice and research. I conclude that those who are involved in SCT career pathways (including SCTs themselves) ought to be aware of the need for SCTs to personalise their career further. Therefore, these needs can be considered in designing relevant career pathways to ensure long-term, sustainable careers in teaching to effectively respond to the aforementioned teacher shortages.

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First steps in a second career: characteristics of the transition to the teaching profession among novice teachers

Cited by 15 publications

References 29 publications

Professional Support Measures for Novice Teachers in Latvia

Professional Support Measures for Novice Teachers in Latvia

Career change teachers in hard-to-staff schools: should I stay or leave?

Investigation of Sense-making of New Teachers With Prior Professional Experience (SCT) in Switzerland: an Interpretative Phenomenological Analysis

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