There is a growing global phenomenon of people arriving to teaching from alternative and non-traditional career paths (Brooks & Hill, 2004; Reiter, 2008). The number of these ‘second career teachers’ (referred to from now on as SCTs) have increased significantly, currently amounting to a third of teaching graduates entering the profession (Reiter, 2008).  The significant increase in what Smith and Pantana (2009, p. 3) refer to as ‘life-experienced newcomers’ into graduate teaching programs highlights an urgent need to develop a scholarly understanding of SCTs.  While there have been some significant work in this field to date, (see Haselkorn & Hammerness, 2008; Richardson & Watt, 2006; Smith & Pantana, 2009) more information is needed on SCTs beliefs about teaching and learning (Darling-Hammond, 2006) and what they perceive to be their ongoing professional learning needs as early career teachers (Crosswell & Beutel, 2012). 

Ensuring effective induction to the teaching profession is of interest to governments, education systems, universities and researchers alike (DEST, 2002; Hammerness & Darling-Hammond, 2005; Ramsey, 2000). This high level of scrutiny is easy to understand as the experiences of transition have a powerful influence on the ability to attract better candidates, reduce attrition, improve job satisfaction, enhance professional development and improve teaching and learning development of a teacher’s future practice and identity (Howe, 2006; Smith, 2007).   As such, it is not unexpected that multinational studies highlight the critical importance of providing effective teacher induction to support national social and political agendas (see, Bracey, 2003; National Commission on Teaching and America’s Future (NCTAF, 2003).  Effective induction programs are recognized to share a number of common characteristics that include: opportunities for experienced teachers and early career teachers to work together, focusing on reflection, having time for collaboration, and a slow but sure approach to acculturation to the teaching profession (Howe, 2006).   There are many lessons to be learnt about effective and innovative approaches to transition to teaching occurring in countries such as Chinese, Taipei, Germany and Japan all of which have well regarded national induction programs (Britton et al., 2000). However teacher induction in many countries continues to be inconsistent, poorly planned and resourced and largely unsupported (DEST, 2002; Herrington & Herrington, 2004) and often left as a school-based affair.  This paper discusses an Australian pilot university program of extended teacher preparation for SCTs modelled on innovative programs such as the Santa Cruz New Teacher Project (SCNTP) at the University of California, and  the Teacher Induction Scheme (TIS) in Scotland .  It reports on the perceived professional learning needs of a group of SCT graduates as they transition to teaching.  The key findings indicate that these SCTs are seeking ongoing support as they develop confidence in their canonical skills of teaching.  We argue that university-based programs are one way of providing professional learning and support for early career teachers, particularly those whosecond career teachers.

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