Successful Career Transitions: Lessons from Urban Alternate Route Teachers Who Stayed

Jorissen, Kathleen Topolka

doi:10.1353/hsj.2003.0003

Cited by 22 publications

(25 citation statements)

References 22 publications

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“…They describe peer support from those in the same situation -from those who have taken a risk and left their jobs to become teachers -as the most important form of support (Jorissen, 2003).…”

Section: Approach To Learning and Teachingmentioning

confidence: 99%

“…As peer support is the most important form of support for second-career teachers (Jorissen, 2003), teacher education programs should make use of peer support groups, through which second-career teachers can share their experiences, frustrations and successes, as well as form study groups (Casey et al, 2013;Jorissen, 2003;Lee & Lamport, 2011;Mayotte, 2003). Peer support groups offer emotional support and allow personal relationships to develop (Jorissen, 2002(Jorissen, , 2003, which makes the transition to teaching easier and reduces isolation (Lee & Lamport, 2011).…”

Section: Provide Opportunities For Self-directed Learning and Peer Sumentioning

confidence: 99%

“…Peer support groups offer emotional support and allow personal relationships to develop (Jorissen, 2002(Jorissen, , 2003, which makes the transition to teaching easier and reduces isolation (Lee & Lamport, 2011). Face-to-face peer support groups or online communities seem equally effective (Myers, McMillan, Price, Anderson, & Fives, 2003).…”

Section: Provide Opportunities For Self-directed Learning and Peer Sumentioning

confidence: 99%

“…Such a combination of field experience and coursework encourages the transfer of theory into practice. Being able to immediately transfer what they learn in the coursework into practice emphasizes the relevance of the coursework to students (Jorissen, 2003). Therefore, it is advisable to allow second-career teachers to begin their practical placements from the start and to continue this throughout the entire program.…”

Section: Integrate Coursework and Field Experiencementioning

confidence: 99%

“…Since mentoring may support the specific needs of career changers, it is certainly likely to be important for them (Jorissen, 2002(Jorissen, , 2003. The mentor, being an experienced teacher, is an important source of support (Tigchelaar et al, 2010), and may provide emotional, instructional and classroom management support (Humphrey et al, 2008).…”

Section: Provide Intensive Mentoring Supportmentioning

confidence: 99%

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Untitled

2016

EDUPIJ

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Second-career teachers are career changers who leave their current jobs to become teachers. This study conducts a narrative literature review which explores the student profiles of these teachers, asking how they differ from school leavers entering teacher education. The literature review also explores the characteristics of training approaches that are most suitable for second-career teachers based on their general student profile. Results show that second-career teachers are older, have strong intrinsic motivation, possess a wide range of knowledge and skills, have a self-directed and application-oriented approach to learning and teaching, and appreciate peer support. They benefit from teacher education programs that are flexible and include a preparatory period, that transfer their expertise into the teaching profession, provide opportunities for self-directed learning and peer support, integrate coursework and field experience, offer a significant amount of field experience and provide intensive mentoring support.

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Section: Approach To Learning and Teachingmentioning

confidence: 99%

Section: Provide Opportunities For Self-directed Learning and Peer Sumentioning

confidence: 99%

Section: Provide Opportunities For Self-directed Learning and Peer Sumentioning

confidence: 99%

Section: Integrate Coursework and Field Experiencementioning

confidence: 99%

Section: Provide Intensive Mentoring Supportmentioning

confidence: 99%

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2016

EDUPIJ

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Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence

Liou

Lawrenz

2010

Science Education

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This research used multilevel modeling to investigate the perceived effect of a teacher preparation loan forgiveness program on recruiting science and mathematics majors to become teachers and teach in high-need schools. The study investigated how and which personal perceptions, characteristics, and teacher preparation program variables influenced recipient perceptions. Data used for the study were collected from participants in the National Science Foundation Robert Noyce Teacher Scholarship Program, which provides funding for highly qualified science and mathematics majors to teach in highneed schools. Recipients agree to teach in high-need schools for at least 2 years in return for each year of funding. The results suggest that scholars' race, their path into teaching, their perceptions of their preparation for teaching in high-need schools, and the amount of funding were significant variables.

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Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

Watters

Diezmann

2015

Journal of Science Teacher Education

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Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a one-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence, and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both pre-service and professional inservice programs and the role that administrators play in supporting career-change teachers.

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Successful Career Transitions: Lessons from Urban Alternate Route Teachers Who Stayed

Cited by 22 publications

References 22 publications

Untitled

Untitled

Optimizing teacher preparation loan forgiveness programs: Variables related to perceived influence

Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

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