Examining the perceptions of second-career teachers regarding their first-year teaching experiences
Abstract
This qualitative case study and survey contribute to the understanding of the perceptions of novice second career teachers (SCT's) regarding their fast year teaching experiences. They provide information about how SCT's perceive themselves as new teachers, the strengths they bring to the profession, and the struggles they experience in their transition to teaching. The collective case study focused on four second career teachers differing in age, previous career(s), and school settings in which they worked as novice teachers. Data collection included interviews, documents, and use of a survey that allowed for additional second career teachers to share their perceptions. Data analysis was ongoing throughout the study. A conceptual framework was designed as an organizational structure to present the findings. The major arguments of this study are: (1) Experiences within a previous career impact a career switcher's adaptation to teaching and teaching philosophy; (2) The impact of a previous career is more readily recognized as a positive influence than a negative one; (3) The specific career from which one is coming and the experience of that career as well as age of the career switcher may influence the experience of the adaptation to teaching; (4) Support during the novice year of teaching is primarily needed to address practical concerns but there are emotional, intellectual, and social needs of career switchers as well; (5) Taking into consideration all of a career switcher's concerns and needs and providing the necessary support to meet them can aid their adaptation to teaching. This study also presents a triangular support model for novice second career teachers that emphasizes three key components to be taken into consideration for meeting support needs of second career teachers.
Recommended Citation
Gail Anne Mayotte,
"Examining the perceptions of second-career teachers regarding their first-year teaching experiences"
(January 1, 2001).
Boston College Dissertations and Theses.
Paper AAI3038922.
http://escholarship.bc.edu/dissertations/AAI3038922
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