Second-Career Teachers' Workplace Learning and Learning at University

Autor/inn/en	Keck Frei, Andrea; Kocher, Mirjam; Bieri Buschor, Christine
Titel	Second-Career Teachers' Workplace Learning and Learning at University
Quelle	In: Journal of Workplace Learning, 33 (2021) 5, S.348-360 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/JWL-07-2020-0121
Schlagwörter	Career Change; Workplace Learning; Student Teachers; Preservice Teacher Education; Elementary Secondary Education; Self Management; Prior Learning; Work Experience; Transfer of Training; Learning Strategies; Interaction; Foreign Countries; Switzerland + Suchen Sie Ihr Suchwort? Career changes; Berufswechsel; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Selbstmanagement; Vorkenntnisse; Employment experience; Job experience; Occupational experience; Berufserfahrung; Training; Transfer; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interaktion; Ausland; Schweiz
Abstract	Purpose: The purpose of this study is to examine career-change student teachers' practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach: This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers' learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications: The findings underline the fact that universities and schools can enhance career-change student teachers' learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value: Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01