Training Second-Career Teachers: A Different Student Profile, A Different Training Approach?

Marlies Baeten,Wil Meeus

doi:10.12973/edupij.2016.53.1

Abstract

Second-career teachers are career changers who leave their current jobs to become teachers. This study conducts a narrative literature review which explores the student profiles of these teachers, asking how they differ from school leavers entering teacher education. The literature review also explores the characteristics of training approaches that are most suitable for second-career teachers based on their general student profile. Results show that second-career teachers are older, have strong intrinsic motivation, possess a wide range of knowledge and skills, have a self-directed and application-oriented approach to learning and teaching, and appreciate peer support. They benefit from teacher education programs that are flexible and include a preparatory period, that transfer their expertise into the teaching profession, provide opportunities for self-directed learning and peer support, integrate coursework and field experience, offer a significant amount of field experience and provide intensive

Highlights

As second-career teachers are frequently trained in alternative teacher education programs (ATEPs) (Humphrey & Wechsler, 2007; Tigchelaar et al, 2010), the search terms ‘alternative teacher education program(me)’, ‘alternative teacher certification’ and ‘alternative certification program(me)’ were included
In order to answer the second research question, we focused on ATEPs, as second-career teachers are frequently trained in these programs (Humphrey & Wechsler, 2007; Tigchelaar et al, 2010)
While ATEPs might be viewed as a way to attract men to the profession (Humphrey & Wechsler, 2007), the data shows no trends in this respect (Humphrey et al, 2008): some ATEPs attract more women (Humphrey & Wechsler, 2007; Richardson & Watt, 2005; Schonfeld & Feinman, 2012; Schoon & Sandoval, 2000), others attract more men (Kee, 2012; Zeichner & Schulte, 2001), while others attract an equal number of women and men (Adcock & Mahlios, 2005)

Summary

Introduction

Second-career teachers must complete the same teacher education program as school leavers entering teacher education. In Flanders (Belgium), where the current literature review was conducted, secondcareer kindergarten and primary school teachers regularly complete the same teacher education program as first-career teachers. Several Flemish teacher education institutes have begun to develop teacher education programs especially aimed at second-career kindergarten and primary school teachers. It is not yet clear what the main elements of these programs should be. The current literature review focuses on second-career teachers and on the characteristics of a teacher education program adapted to their student profile. The main research questions are: What is the student profile of second-career teachers? What characteristics should a teacher education program have, which has been adapted to second-career teachers?

Methodology

Background characteristics

Motivation

Conclusion and Discussion

Literature review