Transitioning into TVET schools: An exploration of second career teachers' entry profiles

In this study, we present and evaluate a way to profile second career teachers in technical and vocational education and training schools that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics, and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching. ? 2021 Elsevier Ltd. All rights reserved.

Automated summary

This study introduces and evaluates a new way to profile second career teachers in technical and vocational education and training schools. By considering multiple entry-related variables, the study reveals three profiles with their own characteristics and predicts different levels of teaching efficacy. The study confirms the heterogeneity of the population of second career teachers and discusses implications for their entry into teaching.