Understanding the Lived Experiences of Second Career Beginning Teachers

264 Pages·2014·0.98 MB·English

by  Meera Varadharajan

†‡”•–ƒ†‹‰–Š‡‹˜‡†š’‡”‹‡…‡•‘ˆ
‡…‘†ƒ”‡‡”‡‰‹‹‰‡ƒ…Š‡”•

MeeraVaradharajan

Athesissubmittedinfulfilmentoftherequirements
forthedegreeofDoctorofPhilosophy
UniversityofTechnologySydney
2014
†‡†‹…ƒ–‡–Š‹•–Š‡•‹•–‘
Ԡ
‘™Ž‡†‰‡‡–•
I would like to thank my principal supervisor, Professor Sandy Schuck, for her inspirational
guidance and encouragement throughout my candidature. Without Sandy’s faith in the
significance of my research, this thesis would not have been possible. My sincere thanks also
to my co-supervisor Dr Helen Russell from whom I have received much appreciated advice
and support. I am deeply grateful to both of them for inspiring and motivating me during the
course of my PhD study.
I would like to acknowledge and thank the career change teachers who agreed to
participate in my study and from whom I have learnt so much. Their contributions are
invaluable and cannot be underestimated.
I would also like to acknowledge the editorial assistance provided by Suzanne Eggins in
the preparation of this thesis.
Finally, I am grateful to my family for their unwavering love and support which has
sustained me throughout my research journey.
‹‹‹
‡”–‹ˆ‹…ƒ–‡‘ˆ‘”‹‰‹ƒŽ‹–›
I certify that the work in this thesis has not previously been submitted for a degree nor has it
been submitted as part of requirements for a degree except as fully acknowledged within the
text.
I also certify that the thesis has been written by me. Any help that I have received in my
research work and the preparation of the thesis itself has been acknowledged. In addition,
I certify that all information sources and literature used are indicated in the thesis.
Signature of Student ________________________________________________
Date:
‹˜
‘–‡–•

ABSTRACT VII
CHAPTER1INTRODUCTION 1
–ƒ–‡‡–‘ˆ–Š‡’”‘„Ž‡ ͳ
—”’‘•‡‘ˆ–Š‡•–—†› ʹ
–”‘†—…‹‰”‡•‡ƒ”…Š‡–Š‘†‘Ž‘‰› ʹ
‡”•‘ƒŽ‘”‹‡–ƒ–‹‘–‘–Š‡”‡•‡ƒ”…Š ͵
‡•‡ƒ”…Š•–—†›•‹‰‹ˆ‹…ƒ…‡ ͷ
‡•‡ƒ”…Š“—‡•–‹‘• ͻ
…‘’‡‘ˆ–Š‡–Š‡•‹• ͻ
Š‡•‹•‘˜‡”˜‹‡™ ͳͲ
CHAPTER2LITERATUREREVIEW 12
Šƒ’–‡”‘˜‡”˜‹‡™ ͳʹ
Šƒ‰‹‰…ƒ”‡‡”• ͳ͵
Š›„‡ƒ–‡ƒ…Š‡”ǫ ͳͷ
Šƒ‰‹‰…ƒ”‡‡”•–‘„‡ƒ–‡ƒ…Š‡” ͳ͹
‘˜‡”˜‹‡™‘ˆ…ƒ”‡‡”…Šƒ‰‡–‡ƒ…Š‡”Ž‹–‡”ƒ–—”‡ ʹͶ
‡ƒ…Š‡”“—ƒŽ‹–› ͶͲ
Š‡‘‡‘Ž‘‰‹…ƒŽ”‡•‡ƒ”…Š‹‡†—…ƒ–‹‘ƒŽ”‡•‡ƒ”…Šǣƒ‘˜‡”˜‹‡™ Ͷ͸
—ƒ”› ͷͲ
CHAPTER3METHODOLOGY 52
Šƒ’–‡”‘˜‡”˜‹‡™ ͷʹ
Š‡‘”‡–‹…ƒŽ’‡”•’‡…–‹˜‡ ͷ͵
Š‡…‘…‡’–—ƒŽˆ”ƒ‡™‘”‘ˆƒ‹–‡”’”‡–‹˜‡‹“—‹”› ͷ͸
Š‡…‘…‡’–—ƒŽˆ”ƒ‡™‘”‘ˆŠ‡”‡‡—–‹…’Š‡‘‡‘Ž‘‰› ͷ͹
ƒ–‹‘ƒŽ‡ˆ‘”‡–Š‘†‘Ž‘‰› ͸Ͷ
•‡‘ˆŠ‡”‡‡—–‹…’Š‡‘‡‘Ž‘‰›‹–Š‡”‡•‡ƒ”…Š ͸ͻ
ŠƒŽŽ‡‰‡• ͹Ͷ
…ƒ†‡‹…”‹‰‘—”ǣ•–”‹˜‹‰ˆ‘”‘’‡‡••ƒ†ƒ™ƒ”‡‡••‹Š‡”‡‡—–‹…’Š‡‘‡‘Ž‘‰› ͹͹
CHAPTER4RESEARCHDESIGNANDPROCEDURES 83
Šƒ’–‡”‘˜‡”˜‹‡™ ͺ͵
‡•‡ƒ”…Š†‡•‹‰’”‹…‹’Ž‡• ͺͶ
Š‡‘‡‘Ž‘‰‹…ƒŽ‹–‡”˜‹‡™‹‰ ͻͲ
‡ƒ…Š‡”’ƒ”–‹…‹’ƒ–’”‘ˆ‹Ž‡ ͳͲ͵
–”‘†—…–‹‘–‘†ƒ–ƒƒƒŽ›•‹•ƒ†‹–‡”’”‡–ƒ–‹‘ ͳͲ͸
Š‡’”‘…‡••‘ˆ†ƒ–ƒƒƒŽ›•‹•ƒ†‹–‡”’”‡–ƒ–‹‘ ͳͳͲ
ŠƒŽŽ‡‰‡•†—”‹‰‹–‡”˜‹‡™•ƒ††ƒ–ƒƒƒŽ›•‹• ͳͳͺ
–Š‹…•ƒ†‡–Š‹…ƒŽ…‘†—…–‹”‡•‡ƒ”…Š•–—†› ͳͳͻ
—ƒŽ‹–›ƒ†”‹‰‘—” ͳʹͲ
˜
Contents
CHAPTER5RESEARCHRESULTS:INTERPRETIVEANALYSIS 124
Šƒ’–‡”‘˜‡”˜‹‡™ ͳʹͶ
‘–‹˜ƒ–‹‘•ˆ‘”…ƒ”‡‡”…Šƒ‰‡ ͳʹͷ
”ƒ™‹‰‘’”‹‘”‡š’‡”‹‡…‡•ǣ–‡ƒ…Š‹‰…‘–‡– ͳ͵ͳ
”ƒ™‹‰‘’”‹‘”‡š’‡”‹‡…‡•ǣ•–—†‡–•ƒ†…Žƒ••”‘‘ƒƒ‰‡‡– ͳ͵ͷ
”ƒ™‹‰‘Ž‹ˆ‡‡š’‡”‹‡…‡ ͳ͵ͻ
‹‡™•ƒ†’‡”…‡’–‹‘•‘ˆ–Š‡…—Ž–—”‡‘ˆ•…Š‘‘Ž•ƒ†•–ƒˆˆ ͳͶʹ
‹‡™•ƒ†’‡”…‡’–‹‘•‘ˆ•…Š‘‘Žƒ•ƒ™‘”‡˜‹”‘‡– ͳͶ͹
‹‡™•ƒ†’‡”…‡’–‹‘•‘ˆ•–—†‡–• ͳͷͳ
‡‰‹‹‰–‡ƒ…Š‡”’‡”•’‡…–‹˜‡• ͳͷ͵
‡‹‰ƒ–‡ƒ…Š‡”‘™ ͳ͸Ͳ
‡•‘ƒ…‡™‹–Š’”‡˜‹‘—••–—†‹‡• ͳ͸ʹ
CHAPTER6THEPHENOMENOLOGICALANDPEDAGOGICSENSEOFBEING
ASECONDCAREERTEACHER 165
Šƒ’–‡”‘˜‡”˜‹‡™ ͳ͸ͷ
‡š‹•–‡–‹ƒŽ’‡”•’‡…–‹˜‡‘”‡ƒ•‘•ƒ†‘–‹˜ƒ–‹‘• ͳ͸͸
‡ƒ…Š‡”’ƒ”–‹…‹’ƒ–•ǯŽ‹ˆ‡™‘”Ž†• ͳ͹͵
Š‡–Š‡‡‘ˆŽ‹˜‡†”‡Žƒ–‹‘ ͳ͹͹
Š‡–Š‡‡‘ˆ•’ƒ–‹ƒŽ‹–›ǣ‡‰‘–‹ƒ–‹‰†‹ˆˆ‡”‡…‡• ͳͻ͵
’ƒ–‹ƒŽ‹–›ƒ††™‡ŽŽ‹‰ǣDz†™‡ŽŽ‹•…Š‘‘Ždz ʹͲͶ
‡…‘‹‰ ʹͲͷ
—ƒŽ‹–›–‡ƒ…Š‡”…Šƒ”ƒ…–‡”‹•–‹…•‹–‡ƒ…Š‡”’ƒ”–‹…‹’ƒ–• ʹͲͻ
CHAPTER7CONCLUSION 212
Š‡•‹••—ƒ”› ʹͳʹ
‡Ǧ˜‹•‹–‹‰”‡•‡ƒ”…Š“—‡•–‹‘•ƒ†’—”’‘•‡‘ˆ–Š‡•–—†› ʹͳͶ
…‘™Ž‡†‰‹‰–Š‡Ž‹‹–ƒ–‹‘•‘ˆ–Š‡•–—†› ʹͳ͸
‡•‡ƒ”…Š•‹‰‹ˆ‹…ƒ…‡ ʹͳͺ
’Ž‹…ƒ–‹‘•ˆ‘”•…Š‘‘Ž• ʹͳͻ
’Ž‹…ƒ–‹‘•ˆ‘”’‘Ž‹…›ƒ‡”• ʹʹͷ
‡…‘‡†ƒ–‹‘•ˆ‘”ˆ—–—”‡”‡•‡ƒ”…Š ʹʹ͸
‘…Ž—†‹‰”‡ƒ”• ʹʹͻ
APPENDICES
’’‡†‹šˆ‘”ƒ–‹‘Ž‡––‡”–‘ƒ…ƒ†‡‹…•ƒ„‘—––Š‡”‡•‡ƒ”…Š ʹ͵ͳ
’’‡†‹š ‘”ƒŽ‹˜‹–ƒ–‹‘ƒŽŽ‡––‡”–‘’ƒ”–‹…‹’ƒ–• ʹ͵ʹ
’’‡†‹šƒ”–‹…‹’ƒ–…‘•‡–ˆ‘” ʹ͵Ͷ
’’‡†‹šƒ’Ž‡‘ˆ“—‡•–‹‘••‡––‘’ƒ”–‹…‹’ƒ–• ʹ͵ͷ
’’‡†‹š–‡”˜‹‡™“—‡•–‹‘• ʹ͵͸
’’‡†‹š ‘ŽŽ‘™Ǧ—’“—‡•–‹‘•–‘’ƒ”–‹…‹’ƒ–• ʹ͵ͻ
’’‡†‹š
–Š‹…•ƒ’’”‘˜ƒŽ ʹͶͲ
’’‡†‹š—„Ž‹…ƒ–‹‘•ƒ†’”‡•‡–ƒ–‹‘• ʹͶʹ
LISTOFREFERENCES 243

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TABLE1 104
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„•–”ƒ…–
The past twenty years have seen a steady increase in the number of mature aged individuals
entering the teaching profession as a second career (McKenzie, Rowley, Weldon, & Murphy,
2011). To expand the potential pool of well-qualified teachers, opening the profession to
individuals with relevant experience outside education is now recognised as an important
policy option (Organisation for Economic Cooperation and Development, 2011). Career
change teachers are seen to bring with them a “variety of skills, including management or
organisational expertise” (Priyadharshini & Robinson-Pant, 2003, p. 95). They are also
increasingly relied on to bolster the teaching cadre in countries facing teacher shortages. In
spite of their increasing presence in the teaching profession, little research has been
conducted on career change teachers. Compared to the large number of studies of first career
beginning teachers, research on second career teachers and their school experiences are few
and far between. In particular, the literature rarely publishes the voices of second career
classroom teachers after they have begun their teaching journey, tending to rather focus on
second career student teachers instead.
This qualitative study uses both an interpretive and a phenomenological approach to
explore the school experiences of seven second career beginning teachers from schools in the
state of New South Wales, Australia. The purpose is to investigate what it is like to be a
second career teacher after having been elsewhere and to understand the ways in which the
participants’ past career and life experiences influence their current roles as school teachers.
Participants’ individual accounts are represented through thematic analysis, woven around
the existential themes of lived relation and lived space. The study found that all the
participants shared a deep passion for teaching and most had made a conscious and
thoughtful decision to become a teacher. Teacher participants were keen to share their prior
work and life experiences with students and believed they brought valuable perspectives to
school and classrooms Career change teacher participants had to make significant
adjustments to fit into their new work environments and to adapt to school culture in general.
˜‹‹
Abstract
This dissertation leads to a better understanding of the career transition process of second
career teacher participants. The contributions of career change school teachers, particularly
with respect to student learning and development is also highlighted. By increasing
awareness and understanding of second career teachers and their contributions to the teaching
profession, the study will benefit the teaching community, including senior school
management who employ second career teachers in their schools. „
˜‹‹‹
Šƒ’–‡”ͳ

–”‘†—…–‹‘
Statement of the problem
Establishing and maintaining a pool of well qualified teachers is an ongoing challenge for
education policy makers in many countries. Teachers’ roles and responsibilities are becoming
more significant and complex: they are expected to prepare students to participate in an ever-
evolving knowledge-based society (Ministerial Council on Education, Employment, Training
and Youth Affairs, 2008) and at the same time take care of students’ social and emotional
well-being (Mayer, 2003). Teachers’ tasks are not made any easier by being required to
achieve the same goals for every student despite being faced with a diverse student
population with different learning needs and abilities. The focus of educational policy
objectives continues to be on how to attract, hire and retain talented teachers, particularly
when there is compelling evidence that teacher quality and calibre is the most significant
determinant of student achievement (OECD, 2012).
Over recent years the teaching profession has witnessed a significant increase in the
number of mature age individuals switching careers to become teachers (McKenzie et al.,
2011; Australian Education Union, 2008). The average age profile of entrants to teacher
preparation courses shows that many are now in the late twenties to early thirties age bracket
(Evans, 2011). A sizeable proportion of early career teachers are now in their thirties and
forties and many of them have been in other occupations before commencing teaching
(McKenzie et al., 2011). Mature age individuals are generally perceived to be an attractive
group of teachers who bring with them a variety of skills and who can “play an important part
in bolstering the profession” (Priyadharshini & Robinson-Pant, 2003, p. 95). They are
actively sought and recruited to fill the gap caused by teacher turnover in some countries,
particularly in high demand subject areas such as science, mathematics and technology (Grier
& Johnston, 2009). Yet, in spite of their increasing presence in the teaching profession, little
research has been conducted with career change teachers. Compared to the vast number of
Chapter1Introduction
studies of first career beginning teachers, studies on second career teachers and their school
experiences are few and far between. As career change teachers have the potential to make
unique and significant contributions to student learning and engagement in and beyond
school, the education community stands to benefit from knowing more about this growing
group of teachers.
Purpose of the study
The overall aim of this study is to inquire into the lived experiences of second career
beginning teachers in schools. My inquiry is directed at examining career change teachers’
thinking processes and understanding of themselves as they make the transition to teaching. I
explore the ways in which they live their lives in schools as mature age career change
beginning teachers. The study seeks to understand individuals’ ‘lifeworlds’ after they have
changed professions to become teachers. In other words, my aim in this research is to
understand what it means to be a second career teacher, having entered the profession with
previous work and life experiences.
Introducing research methodology
My research is situated within a philosophical inquiry to understand career change teachers.
The framework of the study is underpinned by philosophical questions into human existence.
It is also grounded in practice and situated in context and relations by interpretively inquiring
into second career teachers’ ways of existing in school. I have chosen to use both interpretive
and hermeneutic phenomenological approaches to uncover the lifeworld of teachers. A
phenomenological methodology is a qualitative human science methodology that inquires
into individuals’ ways of existing in the world. It is a methodology with philosophical
orientations. Terms such as ‘nature’ and ‘essence’ are used in this thesis with the specific
meanings they have within phenomenological studies. Phenomenological questions are
meaning questions (van Manen, 1990, p.23) inquiring into individuals’ existence in the
world. Everyday words and their descriptions have a particular meaning in phenomenological
research. For instance, I use the term ‘understanding’ to refer to how I ‘make sense’ of the
participants and their experiences. A hermeneutic inquiry seeks to interpret and bring to light
the essence of a phenomenon. I will use hermeneutic phenomenology to understand, describe
and interpret career change teachers’ lived experiences and the way they have created
meaning for themselves in the process of becoming a teacher. A hermeneutic study is always
an inquiry into possible human experiences in an attempt to know the world in which we live
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