Temporalities and rhythms of identity transitions amongst second-career teachers
Bibliographic Data
| ID | 21866901 |
|---|---|
| Authors | Marcos Maldonado (0000-0003-0980-4526, Swiss Federal University for Vocational Education and Training SFUVET), Kristine Balslev (0000-0002-1936-1813, University of Geneva), Margaux Chehab (0009-0006-0543-2277, Swiss Federal University for Vocational Education and Training SFUVET), Sandrine Cortessis (0000-0002-1037-2233, Swiss Federal University for Vocational Education and Training SFUVET) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-06-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal for Research on the Education and Learning of Adults (JOURNAL) |
| Journal identifiers | ISSN: 2000-7426 • E-ISSN: 2000-7426 |
| Publisher | Linköping University Electronic Press (PUBLISHER • SE) |
| DOI | 10.3384/rela.2000-7426.6201 |
| OpenAlex | W7163889461 |
| Language | EN |
| References cited | 13 |
This article explores the professional identity transitions of second-career teachers (SCTs) through the temporal and rhythmic dimensions of narratives written during teacher education in French-speaking Switzerland. Based on a qualitative inductive-deductive analysis of eight experience-based narratives selected from a broader corpus, the study examines how SCTs make sense of career change and narratively configure continuity, rupture, overlap and transformation. The findings indicate that identity transitions involve changes in professional activities, skills and representations of self, teaching and learners. They also unfold through heterogeneous rhythms, ranging from gradual reorientations to abrupt turning points associated with personal, occupational or existential disruptions. The article argues that narrative writing constitutes a mediating space in which prior experiences are reinterpreted, legitimised and integrated into emerging teacher identities. It thus contributes to research on professional transitions by foregrounding temporality and rhythm as key analytical dimensions
Adult education · Existentialism · Foregrounding · Lived experience · Narrative · Rhythm · Temporalities · Temporality · Innovative Education and Learning Practices · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
| Citation velocity | historical |
|---|---|
| Highly cited | No |