01 SES 16 A, Ecosystems of Teacher Development Part 2
Symposium continued from 01 SES 14 A, to be continued in 01 SES 17 A
Teacher shortages are an increasing challenge given the ageing teacher workforce and the high percentage of teachers leaving the teaching profession after only a few years. EU-countries therefore aim to attract a wider range of suitable candidates to careers in teaching such as those people who enter the teaching profession as a second career (EC, 2013). Also from an educational perspective, it is argued that the prior occupational experience of second career-teachers can be a valuable asset to schools. Research, however, shows that second career-teachers’ transition into the teaching profession is challenging (Baeten & Meeus ,2016; Tigchelaar et al., 2009). Being expert and novice at the same time, schools struggle with the successful induction of this group of professionals (Haggard et al. ,2006). The fact that not all of those teachers have a full-time teaching employment, but combine it with another part-time function in their domain of expertise, complicates their socialization process within a school (März&Kelchtermans,2017; Poikela et al.,2009). The purpose of this paper is to disentangle the induction processes through which second career-teachers become familiar with their new role in the school as a workplace. Combing the theory of ecologies of practice (Kemmis&Heikkinen, 2012) with a non-deficit approach to teacher induction (Correa et al., 2015), this paper aims to gain insight in the induction and organizational embeddedness of second career-teachers. Through the use of an explorative qualitative case study approach, second career-teachers in Belgium (TVET-secondary schools) and Finland (liberal adult education) participated in semi-structured interviews and reflection assignments (n=19, school year 2017-2018). In the first instance, the results indicate how a remedial view on teacher induction ignores the potential for school development that becomes available through the arrival of second career-teachers. Instead of framing second career-teachers as individuals in need of support, schools must perceive them as unique resources and offer induction programs that enable them to grow into their teacher identity. Furthermore, results show how the practice of teacher education and induction function as two separate systems. Since second career-teachers are often (and increasingly in Finnish liberal adult education) part-time teachers, it is unclear who is responsible for their induction process. A successful integration of second career-teachers asks for a specific niche that is composed of cultural-discursive, material-economic, and social-political arrangements. Finally, in order to inhibit the no-man’s land of teacher induction for second career-teachers, the practice of peer group mentoring is presented as a promising approach.
Baeten, M., & Meeus, W. (2016). Training second-career teachers: A different student profile, a different training approach? Educational Process: International Journal, 5(3), 173-201. Correa, J.M., Martínez-Arbelaiz, A., & Aberasturi-Apraiz, E. (2015). Post-modern reality shock: Beginning teachers as sojourners in communities of practice. Teaching and Teacher Education, 48, 66-74. European Commission. (2013). Study on policy measures to improve the attractiveness of the teaching profession in Europe. Luxembourg: Publications Office of the European Union. Haggard, C., Slostad, F., & Winterton, S. (2006). Transition to the school as workplace: Challenges of second career teachers. Teaching Education, 17, 317-327. Kemmis, S., & Heikkinen, H.L.T. (2012). Future perspectives: Peer-group mentoring and international practices for teacher development. In H.L.T. Heikkinen, H. Jokinen, & P. Tynjälä (Eds.), Peer-group mentoring for teacher development (pp.144-170). London: Routledge. März, V., & Kelchtermans, G. (2017). The networking teacher in action: A qualitative analysis on beginning teachers’ network formation, socialization, and organizational role. Paper presented at the Annual Meeting of AERA, San Antonio, Texas. Poikela, E., Granö, M., Keurulainen, H., Kuusipalo, P., Silvennoinen, P., Jokinen, J., Gnubb-Manninen, G., & Silvennoinen, H. (2009). Vapaan sivistystyön opetushenkilöstön kelpoisuus, osaaminen ja työolot (Eng. Qualifications, skills and working conditions of liberal adult education staff]. Jyväskylä: Koulutuksen arviointineuvoston julkaisuja.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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