This book provides a unique insight into the learning experiences
of career change professionals in teacher education. Many studies
have provided a brief glimpse into the experiences of people making
a career change into teaching, but this book offers an in-depth
analysis of the day to day struggles and triumphs of a small group
of career change students studying teacher education in Australia.
This study locates teacher professional learning within a
sociocultural research paradigm, highlighting the importance of
social, cultural and institutional contexts in learning. Learning
to become a teacher is not merely the acquisition of a set of
technical skills and propositional knowledge, but a far more
complex personal struggle to construct a new professional identity.
This book uncovers some of the trials, tribulations and joys of
becoming a teacher for those who have already worked in other
careers. It examines the impact of previous career experiences on
the construction of a new professional identity as a teacher. This
process is discussed using the conceptual framework of learning
within communities of practice. Firstly, a broad-brush picture is
presented through analysis and discussion of extensive quantitative
data obtained via an on-line survey, after which a small group of
survey respondents provide a more nuanced exploration of their
experiences as student teachers. This is followed by three case
studies that delve more deeply into the experiences, frustrations
and joys of being an expert novice in teacher education. These case
studies examine the stories of three career changers who provide
personal insights into what it is like to be an experienced
professional embarking on a new journey as a novice student
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