Transitioning into teaching Experiences of second-career (student) teachers and their colleagues in school

This dissertation studies the experiences of second-career teachers (SCTs) and colleagues in school when SCTs enter the field of education. First, the tensions faced by SCTs during their transition were studied. SCTs encounter unique tensions related to the shift from expert to novice, the educational context, and the teacher education program. Second, the study investigated the coping strategies SCTs use to manage these tensions, such as intrapersonal approaching (solving problems autonomously), interpersonal approaching (seeking support from others), and intrapersonal avoiding (ignoring issues). While SCTs found approaching strategies helpful, they noted the risks of over-relying on intrapersonal approaches. Potential advantages of avoiding strategies in managing the complexities of teaching were also found. Third, the dissertation examined the professional identity development of SCTs, revealing that the identity development of each SCT is unique, with components such as their personal characteristics, motives and ideals, knowledge and skills, and SCTs’ perceptions of the school context playing a role. The recognition SCTs receive from the school community appeared to play a crucial role in their successful transition.
In the fourth study, the experiences of colleagues in school when working with SCTs were investigated. Colleagues valued SCTs’ substantive, cultural and organizational contributions but also identified challenges, particularly in adequately supporting this new group of beginning teachers in school.
The findings of this dissertation highlight the importance of tailored support for SCTs, such as providing additional guidance in time management and mapping out the prior knowledge and experiences they bring into education. Exploring how these can be effectively used in the classroom and beyond (in the school) may help ensure a smoother transition into the teaching profession.