Abstract
ABSTRACT Toalleviate teacher shortages, many countries are investing in professionals fromother fields to become teachers. As second career (preservice) teachers (SCT)are thought to bring additional resources into the teaching profession, it isimportant gain insights into whether and how these resources are impactingtheir learning experiences and professional development. Therefore, using theJob Demands-Resources (JD-R) framework, this study examined practicum outputamong first career preservice teachers (FCT) and SCT. Questionnaire data from396 students (143 SCT) were analysed via path analyses with multi-groupcomparisons. The two groups differed significantly regarding self-efficacybeliefs as a resource, as well as the impact of job demands and resources onpracticum output. FCT were more likely to feel discouraged by practicum demands.These findings indicate that practicum studies need to be tailored to differentstudent groups.
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