Encounter between second-career teachers and their school: A marriage without romance

Authors

Keywords:

Second-career teachers, teacher integration, novice teachers, professional transition, work socialization

Abstract

This contribution documents the professional integration of novice second-career teachers working in technical and vocational schools. We studied the experiences of this particular population of teachers through a qualitative study design with seven participants. The results highlight the harshness, difficulty, and complexity of this process. They experience institutional, organizational, and individual difficulties. In particular, the familiarization with the school as a new workplace is experienced as a complex process. The conclusions of the study provide insights on the consequences of the legal framework regulating access for second-career teachers to the teaching profession and the necessary training and support for these kinds of teachers.

Author Biographies

Thibault Coppe, University of Groningen

is assistant professor at the university of Groningen (the Netherlands). His research interests include teachers’ professional development and second-career teachers’ integration. He completed his PhD at the university of louvain in belgium. t.coppe@rug.nl

Virginie März, Université Catholique de Louvain

is associate professor at the faculty of psychology and educational sciences at UCLouvain and a member of the Interdisciplinary Research Group in Socialization, Education, and Training (GIRSEF). Her research interests include the professional development of teachers (early career teachers, end-of-career teachers, second-career teachers), school development, and curriculum reform. virginie.marz@uclouvain.be

Isabel Raemdonck, Université Catholique de Louvain

is associate professor in adult education and learning at the University of Louvain, Belgium. She is associate editor of the Earli book series ‘New Perspectives on Learning and Instruction’. Her current research interests are workplace learning, self-directed learning, motivational processes in adult learning, employability, and aging at work. Isabel.raemdonck@uclouvain.be

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Published

2022-09-30

How to Cite

Coppe, T., März, V., & Raemdonck, I. (2022). Encounter between second-career teachers and their school: A marriage without romance . McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(3), 178–198. Retrieved from https://mje.mcgill.ca/article/view/9911

Issue

Vol. 57 No. 3 (2022)

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Articles

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