Transitions into teaching: Experiences of career-change teachers in Singapore
Main Article Content
Keywords
career-change, initial teacher preparation, transition, IMTPG
Abstract
This case study explored the experiences of 15 career-change teachers during their early transitions into their new profession. Data were collected from two interviews: the first at the start of a postgraduate diploma in education (PGDE) after a period of contract teaching, and the second after completing teaching practice towards the end of the PGDE programme. They were analysed using Clarke and Hollingsworth's (2002) Integrated Model of Teacher Professional Growth (IMTPG). The findings indicate that the research participants were active agents in the transition process and drew on qualities, experience and knowledge developed outside teaching. The IMTPG illustrates how reflection on the consequences of classroom application was a driver in their development as teachers and how they processed information and stimuli from various sources during the two phases: contract teaching and practicum. This study furthers understanding of career-change teachers by adding perspectives from the unique Singapore context.
References
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Hung, H-T., & Yeh, H-C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education 36, 153-165. http://dx.doi.org/10.1016/j.tate.2013.07.009
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Powers, F. W. (2002). Second-career teachers: Perceptions and mission in their new careers. International Studies in Sociology of Education, 12(3), 303-318. doi: 10.1080/09620210200200095
Tan, P. I. J. (2012). Second career teachers: perceptions of self-efficacy in the first year of teaching. New Horizons in Education, 60(2), 21-35.
Tigchelaar, A., Brouwer, N., & Korthagen, F. (2008). Crossing horizons: Continuity and change during second-career teachers' entry into teaching. Teaching and Teacher Education, 24(6), 1530-1550. doi: 10.1016/jtate.2008.03.001
Tigchelaar, A., Brouwer, N., & Vermunt, J. D. (2010). Tailor-made: Towards a pedagogy for educating second-career teachers. Educational Research Review, 5(2), 164-183. doi: 10.1016/j.edurev.2009.11.002
Tigchelaar, A., Vermunt, J. D., & Brouwer, N. (2014). Patterns of development in second-career teachers' conceptions of learning and teaching. Teaching and Teacher Education, 41, 111-120. doi:10.1016/j.tate.2014.04.001
Van Driel, J. H. (2014). Professional learning of Science teachers. In C. Bruguire, A. Tiberghien, P. Clement (Eds.), Topics and Trends in Current Science Education: 9th ESPERA Conference Selected Contributions (P.139-158). Dordrecht: Springer.
Varadharajan, M., & Schuck, S. (2017). Can career changers be game changers? Policy, research and practice concerning career changers. In J. Nuttall, A. Kostogriz, M. Jones, & J. Martin (Eds.), Teacher Education Policy and Practice: Evidence of Impact, Impact of Evidence (p.83-96). Singapore: Springer.
Wang, X., Kim, B., Wen, J. Y.L., & Kim, M. S. (2014). Encouraging and being encouraged: Development of an epistemic community and teacher professional growth in a Singapore classroom. Teaching and Teacher Education, 44, 12-24. http://dx.doi.org/10.1016/j. tate2014.07.009
Watters, J. J., & Diezmann, C. M. (2015). Challenges confronting career-changing beginning teachers: A qualitative study of professional scientists becoming science teachers. Journal of Science Teacher Education, 26(2), 163192. doi:10.1007/s10972-014-9413-0
Yang, C. (2015, January 17) More professionals switching to teaching. The Straits Times. Retrieved from http://www.stjobs.sg/career-resources/ career-change/more-professionals-switching-to-teaching/a/196533
Yin, R.K. (2003). Case study research: Design and methods (3rd ed.). California: Sage Publications
Bolhuis, S. (2002). Alternative routes to teaching in secondary education in the Netherlands. European Journal of Teacher Education, 25(2-3), 223-238. doi: 10.1080/0261976022000043396
Brindley, R., & Parker, A. (2010). Transitioning to the classroom: reflections of second”career teachers during the induction year. Teachers and Teaching: theory and practice, 16(5), 577594. doi: 10.1080/13540602.2010.507967
Castro, A. J., & Bauml, M. (2009). Why Now? Factors associated with choosing teaching as a second career and their implications for teacher education programs. Teacher Education Quarterly, 36(3), 113-126.
Chong, S., & Goh, K. C. (2007). Choosing teaching as a second career in Singapore. New Horizons in Education, 51(1), 95-106.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson
Crosswell, L., & Beutel, D. (2017). 21st century teachers: how nontraditional pre-service teachers navigate their initial experiences of contemporary classrooms. Asia-Pacific Journal of Teacher Education, 1-16. doi: 10.1080/1359866X.2017.1312281
Darmody, M., & Smyth, E. (2016). Entry to programmes of initial teacher education. Dublin: Economic and Social Research Institute and the Teaching Council. Retrieved from https://www.esri.ie/pubs/ BKMNEXT299.pdf
Department of Education, Employment and Workplace Relations. (2013). Future Options for Alternative Pathways into Teaching. Australia Govt, Discussion Paper.
Griffiths, V. (2011). Career changers and fasttrack induction: teacher perspectives on their early professional development. Teacher Development, 15(1), 19-35..doi: 10.1080/13664530.2011.555222
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.
Hart Research Associates. (2010). Career changers in the classroom: A national portrait. Washington DC: Hart Research Associates. Retrieved from http://www.woodrow.org/images/pdf/policy/CareerChangersClassroom_0210.pdf
Harding, J. (2013). Qualitative data analysis from start to finish. London: Sage Publications
Hung, H-T., & Yeh, H-C. (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education 36, 153-165. http://dx.doi.org/10.1016/j.tate.2013.07.009
Justi, R., & van Driel J. (2006). The use of the Interconnected Model of Teacher Professional Growth for understanding the development of science teachers' knowledge on models and modelling. Teaching and Teacher Education, 22(4), 437-450. doi: 10.1016/j.tate.2005.11.011
Laming, M.M., & Horne, M. (2013). Career change teachers: Pragmatic choice or a vocation postponed? Teachers and teaching: theory and practice 19(3), 326-343. doi: 10.1080/13540602.2012.754136
Lee, D. (2011). Changing course: Reflections of second-career teachers. Current Issues in Education, 14(2). Retrieved from http://cie.asu. edu/ojs/index.php/cieatasu/article/view/683
Low, E., Ng, P., Hui, C., & Cai, L. (2017). Teaching as a Career Choice: Triggers and Drivers. Australian Journal of Teacher Education, 42(2), 28-46. doi:10.14221/ajte.2017v42n2.3
Mabry, L. (2008). Case study in social research. In P. Alasuutari, L. Bickman & J. Brannen (Eds.), The SAGE handbook of social research methods (214-227). London: SAGE Publications Ltd.
Mayotte, G. A. (2003). Stepping stones to success: Previously developed career competencies and their benefits to career switchers transitioning to teaching. Teaching and Teacher Education, 19(7), 681-695. doi: http://dx.doi. org/10.1016/j.tate.2003.03.002
Ministry of Education, Singapore. (2017a). Mid-career professionals. Retrieved from https://www.moe.gov.sg/careers/teach/how-to-apply/ teaching-schemes/mid-career-professionals
Ministry of Education, Singapore. (2017b). Application process for applicants without teaching qualification. Retrieved from https://www. moe.gov.sg/careers/teach/how-to-apply/ application-process-for-applicants-without-teaching-qualification
O'Connor, E. A., Malow, M. S., & Milner Bisland, B. (2011). Mentorship and instruction received during training: Views of alternatively certified teachers. Educational Review, 63(2), 219-232. doi: 10.1080/00131911.2010.537312
Peter, L., Ng, J., & Thomas, K. (2011). How career changers make sense of teaching through professional metaphors. Action in Teacher Education, 33(3), 232-245. doi: 10.1080/01626620.2011.592109
Powers, F. W. (2002). Second-career teachers: Perceptions and mission in their new careers. International Studies in Sociology of Education, 12(3), 303-318. doi: 10.1080/09620210200200095
Tan, P. I. J. (2012). Second career teachers: perceptions of self-efficacy in the first year of teaching. New Horizons in Education, 60(2), 21-35.
Tigchelaar, A., Brouwer, N., & Korthagen, F. (2008). Crossing horizons: Continuity and change during second-career teachers' entry into teaching. Teaching and Teacher Education, 24(6), 1530-1550. doi: 10.1016/jtate.2008.03.001
Tigchelaar, A., Brouwer, N., & Vermunt, J. D. (2010). Tailor-made: Towards a pedagogy for educating second-career teachers. Educational Research Review, 5(2), 164-183. doi: 10.1016/j.edurev.2009.11.002
Tigchelaar, A., Vermunt, J. D., & Brouwer, N. (2014). Patterns of development in second-career teachers' conceptions of learning and teaching. Teaching and Teacher Education, 41, 111-120. doi:10.1016/j.tate.2014.04.001
Van Driel, J. H. (2014). Professional learning of Science teachers. In C. Bruguire, A. Tiberghien, P. Clement (Eds.), Topics and Trends in Current Science Education: 9th ESPERA Conference Selected Contributions (P.139-158). Dordrecht: Springer.
Varadharajan, M., & Schuck, S. (2017). Can career changers be game changers? Policy, research and practice concerning career changers. In J. Nuttall, A. Kostogriz, M. Jones, & J. Martin (Eds.), Teacher Education Policy and Practice: Evidence of Impact, Impact of Evidence (p.83-96). Singapore: Springer.
Wang, X., Kim, B., Wen, J. Y.L., & Kim, M. S. (2014). Encouraging and being encouraged: Development of an epistemic community and teacher professional growth in a Singapore classroom. Teaching and Teacher Education, 44, 12-24. http://dx.doi.org/10.1016/j. tate2014.07.009
Watters, J. J., & Diezmann, C. M. (2015). Challenges confronting career-changing beginning teachers: A qualitative study of professional scientists becoming science teachers. Journal of Science Teacher Education, 26(2), 163192. doi:10.1007/s10972-014-9413-0
Yang, C. (2015, January 17) More professionals switching to teaching. The Straits Times. Retrieved from http://www.stjobs.sg/career-resources/ career-change/more-professionals-switching-to-teaching/a/196533
Yin, R.K. (2003). Case study research: Design and methods (3rd ed.). California: Sage Publications
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Published
Dec 24, 2018
Article Details
How to Cite
Hanington, L. M. (2018). Transitions into teaching: Experiences of career-change teachers in Singapore. AsTEN Journal of Teacher Education, 3. https://doi.org/10.56278/asten.v3i.1020
Section
Research Article