How do Second Career Teachers in Vocational Education Experience their Induction Period? An Interview Study

Second career teachers (SCT) are key role models in vocational education (VE)
because they prepare students for the vocational practice they were part of, and they
bring up-to-date vocational knowledge and skills into VE schools. Therefore, the
early leaving of SCTs in VE is a problem, adding to the worldwide teacher shortages. Induction programs have been developed to support starting teachers to grow
into their new profession and to diminish high attrition rates. However, it is argued
that current induction programs fail to support SCTs adequately. For instance,
induction programs rarely adapt to SCTs’ various needs, such as recognizing and
integrating previously developed competencies and specifc backgrounds. Furthermore, SCTs’ induction programs in the specifc context of VE are largely understudied. This study explores the experiences of SCTs in VE during their induction
programs regarding four themes identifed in research on SCTs in other education
sectors: 1) professional identity development, 2) learning processes, 3) tailor-made
coaching, and 4) co-creation of induction programs. Eleven SCTs from eight Dutch
VE schools were interviewed. The data show a rich variation of SCTs’ experiences.
For example, they experienced the opportunity to develop their professional identity as teachers while preserving and including their former identity as practitioners of the vocation they teach for. Yet, only a few SCTs experienced co-creation of
the induction program, which seems to have a positive impact. The insights of this
study ofer an understanding of what SCTs in VE go through and what might support them during their induction.