Exploring where and how second-career teachers utilise their previous professional expertise
Bibliographic Data
| ID | 21561402 |
|---|---|
| Authors | Gerard den Hertog (0000-0002-4884-1170, corresponding author), Monika Louws (0000-0003-2032-3280, Utrecht University), Anke Tigchelaar (Utrecht University), Martine van Rijswijk, Jan Van Tartwijk (0000-0001-6804-4163) |
| Year | 2026 |
| Volume | 178 |
| Pages | 105577 |
| Publication date | 2026-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2026.105577 |
| OpenAlex | W7160141560 |
| Language | EN |
| References cited | 44 |
Second-career teachers (SCTs) bring previous professional expertise (PPE) acquired in domains unrelated to teaching that could be beneficial for education; however, whether expertise can be transferred between domains is contested, as expertise is considered domain-specific. This study presents different ways in which transfer of PPE can be of influence and uses these to investigate how SCTs perceive the transfer of PPE. Based on an analysis of their reflections, it describes how SCTs perceive the influence of PPE differently for different teacher tasks. The results provide insights into how SCTs can be better supported in leveraging their PPE
Higher education · Professional development · Qualitative research · Teacher education · Educational Theory and Curriculum Studies · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Transfer of Training
Chapter 3
The Antecedents, Consequences, and Mediating Role of Organizational Ambidexterity.
Conceptualizing Teacher Professional Learning
Second-career teachers entering schools
Second-career teachers
Understanding professional identity development of second-career teachers
How second-career teachers, teacher educators and school actors perceive conditions for beneficial use of previous professional expertise
Crossing horizons
Teachers' content and pedagogical content knowledge on rational numbers
Career-changers’ ideal teacher images and grounded classroom perspectives
Stepping stones to success
Second career teachers’ work socialization process in TVET
Utilising previous professional expertise by second-career teachers
Co-participation at work
Elite’ career‐changers in the teaching profession
Boundary Crossing and Boundary Objects
Situated learning theory and the pedagogy of teacher education
When and where do we apply what we learn
Grounded Theory and Sensitizing Concepts
| Highly cited | No |
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