Abstract
Bringing together insights from the domains of teacher induction and organizational studies, this study aims to analyze second career teachers’ (SCTs) work socialization into TVET by emphasizing the social dimension of this process, through a mixed-method social network approach. Results of whole school network visualizations, quantitative social network analysis, and interviews show that SCTs have much fewer interactions with colleagues than first career teachers and struggle to find their place within the school. This paper advocates the strengthening of professional networks in TVET schools and more opportunities for novice SCTs to become part of the social fabric of the school.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
