Abstract
This chapter examines how second-career teachers' prior experience impacts student success. Through a review of research literature, this chapter explores second-career teachers' ability to draw from their accumulated knowledge, experience, and wisdom to enrich classroom instruction, and the impact such experience has on students' success. This chapter also examines the relevance of transformative learning theory, constructivist learning theory, and Maslow's Hierarchy of Needs theory to a second-career teacher experiential approach to teaching and the impact such experience has on the students' success. The author compares the teaching approaches of the initial-career teacher and the second-career teacher.
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