NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ896805
Record Type: Journal
Publication Date: 2010-Oct
Pages: 18
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1354-0602
Transitioning to the Classroom: Reflections of Second-Career Teachers during the Induction Year
Brindley, Roger; Parker, Audra
Teachers and Teaching: Theory and Practice, v16 n5 p577-594 Oct 2010
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university-based teacher education for prospective teachers. One option is for second-career teachers to enter post-baccalaureate programs in education; however, the experiences of second-career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post-baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi-structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second-career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second-career teachers as they represent a distinct population entering the teaching profession. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A