Understanding professional identity development of second-career teachers: A longitudinal study.

This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for each SCT makes this development tangible and easier to guide while respecting SCTs' diversity. Recognition from the professional community strongly supports SCTs' identity development and plays an important role in SCTs’ transition into teaching.