Ilona van Heijst
Biographic Data
| ID | 5707568 |
|---|---|
| NAME | Ilona van Heijst |
| GIVEN NAMES | Ilona |
| FAMILY NAME | van Heijst |
| SIGNATURE | VAN HEIJST I |
| AFFILIATIONS | University of Amsterdam |
| ORCID | 0000-0001-8887-3030 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Second-career teachers entering schools
To address the teacher shortage, employees from other professions are being recruited to transition into teaching, the second-career teachers (SCTs). Although SCTs are needed to address teacher shortage, not all schools are equally enthusiastic about hiring these teachers. Using the lens of Activity Theory, we studied the contributions and challenges that are experienced by colleagues when SCTs enter schools. Semi-open questionnaires (n = 53) and…
Understanding professional identity development of second-career teachers
This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for eac…
Tensions experienced by second-career student teachers at the start of their training programme
Teaching and learning to teach are always accompanied by experiences of tension. It has been suggested that the tensions of second-career teachers (SCTs) differ from those of first-career teachers (FCTs) because of the professional and personal life experiences that they bring into education. We investigated which experiences evoked tension for SCTs. We interviewed 24 SCTs following a teacher-training programme specifically tailored to them, and …
Coping strategies used by second‐career student teachers
BACKGROUND: When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions. AIM: The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied…
No prominent works on this page.
Tensions experienced by second-career student teachers at the start of their training programme
Teaching and learning to teach are always accompanied by experiences of tension. It has been suggested that the tensions of second-career teachers (SCTs) differ from those of first-career teachers (FCTs) because of the professional and personal life experiences that they bring into education. We investigated which experiences evoked tension for SCTs. We interviewed 24 SCTs following a teacher-training programme specifically tailored to them, and …
Coping strategies used by second‐career student teachers
BACKGROUND: When second-career teachers (SCTs) learn to teach, they need to cope with the tension-evoking moments they encounter. Little is known about the coping strategies SCTs use to manage tensions. AIM: The purpose of this study was to investigate the coping strategies SCTs use during the first 1.5 years of teacher training. The SCTs' own perceptions about the usefulness, evolution and specificity of these coping strategies were also studied…
Understanding professional identity development of second-career teachers
This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for eac…
Second-career teachers entering schools
To address the teacher shortage, employees from other professions are being recruited to transition into teaching, the second-career teachers (SCTs). Although SCTs are needed to address teacher shortage, not all schools are equally enthusiastic about hiring these teachers. Using the lens of Activity Theory, we studied the contributions and challenges that are experienced by colleagues when SCTs enter schools. Semi-open questionnaires (n = 53) and…
Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Pedagogy (3 works) · Psychology (3 works) · Professional development (2 works) · Teacher Professional Development and Motivation (2 works) · Career development (1 works) · Communication in Education and Healthcare (1 works) · Coping (psychology) (1 works) · Data collection (1 works)