What can teacher educators learn from career-change teachers’ perceptions and experiences: A systematic literature review.

Hogg, Linda; Elvira, Quincy; Yates, Anne

doi:10.1016/j.tate.2023.104208

Cited by 14 publications

(3 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Experienced teachers may be more attached to traditional teaching methods and approaches (Deng, 2023). They may also be more concerned about how change may affect their workload and career (Hogg, Elvira, & Yates, 2023).…”

Section: 355mentioning

confidence: 99%

Competence of Latvian Preschool Teachers to Include Newcomers in Education

Tarune,

Usca

2024

SIE

View full text Add to dashboard Cite

The 21st century is the time of globalization, and migration has become the norm. As a result of these trends, the education systems must be inclusive in order to ensure the right of all children to education, regardless of their background. Preschool teachers play an essential role in the implementation of inclusive education. They have the opportunity and tools to form a foundation for further education by creating a positive and supportive environment where all children can feel welcome. In order to promote inclusion, preschool teachers must have certain competences for the inclusion of newcomers in education. The paper presents a structural model of preschool teacher competence for the inclusion of newcomers in education and the results of the preschool teacher questionnaire. The research results show that Latvian preschool teachers' competence to work with newcomer children is insufficient and needs to be improved.

show abstract

Section: 355mentioning

confidence: 99%

Competence of Latvian Preschool Teachers to Include Newcomers in Education

Tarune,

Usca

2024

SIE

View full text Add to dashboard Cite

show abstract

“…Avoiding situations Having an emotional outburst (n = 3) Ignoring or postponing things (n = 2) Ignoring their desires and needs (n = 2) Prematurely stopping work at a school (n = 1) school-from peripheral to central participation-and in the importance of the social network for the SCTs' development and reason to stay in education (Coppe et al, 2022;Hogg et al, 2023). This socialization process probably also applies to FCTs, however, the importance of interactions within the schools' social network appears to be a SCT-specific element.…”

Section: Evolution During Trainingmentioning

confidence: 99%

“…professional teacher identity, second-career teachers, tensions work is harder than expected (Ballado, 2022;Cuddapah & Stanford, 2015) and their ideals that do not always match reality (Tigchelaar et al, 2010). Concerning the training route, tensions have been shown to arise when the training route does not accommodate the SCTs' needs (Hogg et al, 2023;Van Heijst et al, under review;Watters & Diezmann, 2015;Williams, 2013) and desire for social support in school (Coppe et al, 2023). Additionally, SCTs have been found to experience a lack of time (Williams, 2013) and uncertainty about the future (Van Heijst et al, under review).…”

Section: Introductionmentioning

confidence: 99%

Coping strategies used by second‐career student teachers

van Heijst,

Volman,

Cornelissen

2023

Brit J of Edu Psychol

View full text Add to dashboard Cite

BackgroundWhen second‐career teachers (SCTs) learn to teach, they need to cope with the tension‐evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions.AimThe purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied.SampleTwenty‐four SCTs in the alternative teacher training programme (ATTP) at the University of Amsterdam participated in this study. These SCTs aspired to become teachers of mathematics, physics, economics, computer science or chemistry.MethodFor each participant, written logbook fragments and interviews were analysed in Atlas‐ti.ResultsThe SCTs used in decreasing order: intrapersonal approaching (e.g., resolving problems autonomously), interpersonal approaching (e.g., consulting others) and intrapersonal avoiding strategies (e.g., ignoring an undesired situation). Interpersonal avoiding strategies were not mentioned at all.While the SCTs reported approaching strategies (inter‐ and intrapersonal) as being useful for their development, we also found disadvantages to intrapersonal approaching strategies and advantageous uses of avoiding strategies. The SCTs noted several inter‐ and intrapersonal approaching coping strategies that they considered typical for SCTs.ConclusionIntrapersonal approaching coping strategies can be a risk because of the invisibility of these strategies. Interpersonal strategies should be stimulated because SCTs benefit from the social network in school. Avoiding strategies may serve a purpose for managing the complexity of the teaching profession.

show abstract

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Siostrom

2024

Res Sci Educ

View full text Add to dashboard Cite

What can teacher educators learn from career-change teachers’ perceptions and experiences: A systematic literature review.

Cited by 14 publications

References 63 publications

Competence of Latvian Preschool Teachers to Include Newcomers in Education

Competence of Latvian Preschool Teachers to Include Newcomers in Education

Coping strategies used by second‐career student teachers

Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession

Contact Info

Product

Resources

About