Transition into Teaching: Second Career Teachers’ Professional Identity

Shwartz, Gabriella; Dori, Yehudit Judy

doi:10.29333/ejmste/8502

Cited by 17 publications

(6 citation statements)

References 55 publications

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“…It is measured using a 5-point Likert-type response scale ranging from 1 (totally disagree) to 5 (totally agree). The 33 items are contained in four scales and they cover the main aspects gathered in literature: the understanding of TPI ( Schaefer and Clandinin, 2019 ), the development of TPI at diverse educational levels ( Zhong, 2020 ), the development of a professional identity in comparison with that of other professions ( Schwartz and Dori, 2020 ) and factors that contribute to its development ( Leeferink et al., 2019 ).…”

Section: Methodsmentioning

confidence: 99%

“…After gathering information about the definition of TPI and the variables associated with it, literature review (e.g. Schwartz and Dori, 2020 ) points out that the construction of TPI may differ according to the educational stage in which they are going to be develop their professional careers and, in comparison between the education world and other sectors due to its particularities and social mission ( Zhong, 2020 ; Keary et al., 2020 ). Thus, these aspects were also considered in the instrument construction.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ professional identity: validation of an assessment instrument for preservice teachers

Gracia

Rodriǵuez

Pedrajas

et al. 2021

Heliyon

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This study aims to develop and validate an instrument to analyse future Secondary Education teachers' perceptions regarding the development of Teachers' Professional Identity (TPI). The data were collected from a sample of 733 participants who were students enrolled in the Master's Degree for Secondary Education teachers. The psychometric properties of the instrument were obtained by analysing content, and comprehension validity, construct validity and reliability. A first subsample was used for an Exploratory Factor Analysis, and a second one to verify the identified factor structure via Confirmatory Factor Analysis. The instrument is made up of 31 items in four scales namely the understanding of TPI, the development of TPI at various educational levels, the development of TPI in comparison with that of other professionals and the influencing factors. The results show that it has high levels of validity and reliability. Therefore, it provides TPI research field with an instrument to assess it during the initial teacher training period in consecutive training models where it seems to occur more identity crisis.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ professional identity: validation of an assessment instrument for preservice teachers

Gracia

Rodriǵuez

Pedrajas

et al. 2021

Heliyon

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“…The teacher-classroom-community model accounts for traditional measures related to affective aspects of teaching, including self-efficacy, satisfaction for the profession, and attrition over time (Redman, 2015). Enhancing teachers' self-efficacy during their preparation program can increase their motivation to integrate into the school system and implement innovative teaching and assessment methods (Kahveci et al, 2018;Shwartz and Dori, 2020). Teachers' efficacy is associated with their beliefs about instruction and job satisfaction (De Neve et al, 2015), students' self-efficacy and motivation (Öqvist and Malmström, 2018), and students' achievements (Tschannen-Moran and Barr, 2004).…”

Section: Affective Aspects Of Being a Teachermentioning

confidence: 99%

“…Due to the acute shortage of excellent teachers in subjects of high demand, especially in STEM (Edmondson et al, 2022), significant efforts and resources are invested in these ACPs. Yet, novice teachers face challenges during their initial integration into the school system (Fresko and Nasser-Abu Alhija, 2009;Wong and Luft, 2015;Shwartz and Dori, 2020).…”

Section: Introductionmentioning

confidence: 99%

Assessing and comparing alternative certification programs: The teacher-classroom-community model

Dori

Goldman²,

Shwartz³

et al. 2023

Front. Educ.

Self Cite

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Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the school system. To better understand the state of affairs, we investigated and compared the integration into the school system of graduates of five major Israeli ACPs that are tailored for diverse student-teacher target audiences. The study goals were to (1) investigate and compare the integration of graduates of the five ACPs into the teaching profession with respect to five teacher-related aspects: (a) self-efficacy, (b) commitment to the teaching profession, (c) challenges encountered, (d) leadership roles, and (e) teamwork; (2) identify ACP characteristics that support the graduates’ integration into the teaching profession. The teacher-classroom-community model we propose, holistically connects three aspects: affective – the teacher, the teaching profession – the classroom, and peer interaction and leadership – the school community. The model provides a common language for comparing how the different ACPs prepared their graduates toward the teaching profession. The model is instrumental for identifying ACP characteristics that support graduates’ integration into teaching and facilitating ACP evaluation by connecting several aspects of teachers’ professional lives. The study employed a mixed-methodology in which 506 graduates responded to a closed- and open-ended questionnaire and 71 interviews were conducted with graduates (novice teachers), ACP directors, school principals and mentor teachers. The findings depict a complex picture that reflects the different ACPs’ characteristics targeted at diverse audiences. For example, graduates of STEM-oriented programs perceive the different kinds of knowledge, including content knowledge, pedagogical knowledge, and pedagogical content knowledge, as most important to their roles in schools. They undertake fewer roles, and the ones they do assume are discipline-related. Graduates of the more social-leadership-oriented programs identify developing leadership skills as most beneficial and they undertake more leadership-related roles. The research highlights key aspects that teacher education leaders should consider and use for self-evaluation of their ACPs. The strength of this study stems from proposing and applying the teacher-classroom-community model for evaluating teacher certification programs in several contexts and for diverse groups along with their integration into schools.

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“…Therefore, this study has the potential to rethink the curriculum and enrich the change required in planning with the objective of guaranteeing an adequate competence development level and the construction of TPI. However, it also leads us to discuss and reflect on how to train preservice teachers to prevent the professional identity crises they may suffer during their first years of professional development (Schwartz & Dori, 2020) and study the strengths and drawbacks that consecutive and successive training models could bring about on this regard.…”

Section: Level Of Development Of the Competencesmentioning

confidence: 99%

To what extent do preservice teachers feel ready to teach? A case study in the Master’s Degree in Teaching in Secondary Education

Rodríguez¹,

Gracia²,

Oteros³

et al. 2021

AULA_ABIERTA

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Teacher-training programs around the world, and especially in Europe do not specify in detail the capacities that future professionals should acquire, so it brings about a great discussion among educators, researchers and teachers. The main objective of this study is to collect the impressions of future Secondary Education teachers as regards the competences attained during their studies. The self-evaluation of 353 students was carried out using a Likert-scale questionnaire made up by 13 variables gathered into three dimensions namely social competence, academic competence and personal competence. R Software, InfoStats and SPSS v. 25 software were used in order to analyze the data collected. Confirmatory factorial analyses and linear mixed modelling were applied to identify factors affecting the acquisition of competences. The students’ area of knowledge and their employment situation were key factors in the development of academic and social competences, while the personal dimension was affected only by the area of knowledge. These results obviously show that there are some competences whose level of development could be improved, and we have also identified some weaknesses in the development of certain competences. In addition, these data have allowed us to assess the strengths and weaknesses of the initial teacher-training curriculum.

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Transition into Teaching: Second Career Teachers’ Professional Identity

Cited by 17 publications

References 55 publications

Teachers’ professional identity: validation of an assessment instrument for preservice teachers

Teachers’ professional identity: validation of an assessment instrument for preservice teachers

Assessing and comparing alternative certification programs: The teacher-classroom-community model

To what extent do preservice teachers feel ready to teach? A case study in the Master’s Degree in Teaching in Secondary Education

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