The question of identity dynamics in a voluntary professional reconversion process. The case of second career primary school teachers

Authors

  • Valérie Moinet Université catholique de Louvain
  • Mariane Frenay Université catholique de Louvain
  • Isabel Raemdonck Université catholique de Louvain
  • Virginie März Université catholique de Louvain

Keywords:

second career teachers, professional reconversion, identity dynamics, primary education, professional competencies

Abstract

This article documents the process of voluntary professional reconversion to the profession of primary school teacher in the Wallonia-Brussels Federation (Belgium). Using a qualitative research approach, we interviewed nine adults who attended an initial teacher education program for primary school teaching. Results show a close link between the identity tensions resulting from the previous or current career(s) and the identity project of becoming a primary school teacher. They also highlight the skills previously acquired in the private and professional spheres that contribute to a positive feeling of self-efficacy in the tasks specific to the desired profession. Finally, we provide practical recommendations for teacher education curriculum and the integration of these second-career teachers in the teaching profession.

Author Biographies

Valérie Moinet, Université catholique de Louvain

is a lecturer at the Haute École Léonard de Vinci à Louvain-la-Neuve in the field of Humanities and Social Sciences. A former primary school teacher, she holds a master’s degree in educational sciences and is a doctoral student at the Université catholique de Louvain. Her research focuses on the question of identity dynamics, voluntary professional reconversion, second-career teachers, and pedagogical differentiation. valerie.moinet@uclouvain.be

Mariane Frenay, Université catholique de Louvain

is a full professor and dean of the Faculty of Education of the Université catholique de Louvain. She is a member of GIRSEF (centre de recherches interdisciplinaires sur la socialisation, l’éducation et la formation) and coordinates the Chaire de pédagogie universitaire en partenariat with the Louvain Learning Lab. Her main research themes are: the transition from secondary school to university; perseverance in the doctorate; the effects of practices on motivation, learning, and transfer; and support for the professional development of higher education teachers. mariane.frenay@uclouvain.be

Isabel Raemdonck, Université catholique de Louvain

obtained her doctorate at the Université de Gand (BE) in 2006. The topic of her thesis is self-regulation in the learning and career management processes of low-skilled employees. From 2006 to 2010, she was assistant professor Corporate Learning at the Université de Leiden (NL). Since 2010, she is a professor of Adult Learning and Training at the Université catholique de Louvain in Belgium. Her expertise and research interests focus on work-integrated learning, self-regulated learning and motivational dynamics, aging at work, and career transitions. isabel.raemdonck@uclouvain.be

Virginie März, Université catholique de Louvain

is a professor in the Faculty of Education at the Université catholique de Louvain in Belgium and member of the Groupe interdisciplinaire de recherche sur la Socialisation, l’Éducation et la Formation (GIRSEF). Her research interests focus on the professional development of teachers, the organizational development of schools, and the implementation of curricular reforms. virginie.marz@uclouvain.be

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Published

2025-03-30

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Moinet, V., Frenay, M., Raemdonck, I., & März, V. (2025). The question of identity dynamics in a voluntary professional reconversion process. The case of second career primary school teachers. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10144

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