Changing course: The paradox of the career change student-teacher

Varadharajan, M; Buchanan, J; Schuck, S

Changing course: The paradox of the career change student-teacher

Varadharajan, M

Buchanan, J

Schuck, S

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Publication Type:: Journal Article
Citation:: Professional Development in Education, 2018, 44 (5), pp. 738 - 749
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Varadharajan, M https://orcid.org/0000-0002-3968-090X	en_US
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.date.available	2020-05-25T19:24:56Z
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Professional Development in Education, 2018, 44 (5), pp. 738 - 749	en_US
dc.identifier.issn	1941-5257	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122050
dc.description.abstract	© 2018 International Professional Development Association (IPDA). The article reports on career change student-teachers’ (CCSTs) views and experiences regarding their teacher education programs in Australia. Data were collected through an online survey distributed to universities for dissemination to enrolled CCSTs in teacher education programs. The responses from over 500 CCSTs were analysed using an interpretive lens of inquiry and analysis. Over 80% of the responses indicated tensions and paradoxes that exist in CCSTs’ lives as they come to terms with being students again. The article explores the impact on their student lives of the characteristics, experiences and expectations they bring to their studies, mediated by their previous careers and current circumstances. The findings discuss their perceptions of their teacher education programs and consider implications for CCSTs’ professional learning needs in the light of the paradoxes that emerge from the data.	en_US
dc.relation.ispartof	Professional Development in Education	en_US
dc.relation.isbasedon	10.1080/19415257.2017.1423369	en_US
dc.subject.classification	Education	en_US
dc.title	Changing course: The paradox of the career change student-teacher	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	44	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	44	en_US

Abstract:

© 2018 International Professional Development Association (IPDA). The article reports on career change student-teachers’ (CCSTs) views and experiences regarding their teacher education programs in Australia. Data were collected through an online survey distributed to universities for dissemination to enrolled CCSTs in teacher education programs. The responses from over 500 CCSTs were analysed using an interpretive lens of inquiry and analysis. Over 80% of the responses indicated tensions and paradoxes that exist in CCSTs’ lives as they come to terms with being students again. The article explores the impact on their student lives of the characteristics, experiences and expectations they bring to their studies, mediated by their previous careers and current circumstances. The findings discuss their perceptions of their teacher education programs and consider implications for CCSTs’ professional learning needs in the light of the paradoxes that emerge from the data.

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http://hdl.handle.net/10453/122050