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ABSTRACT
To alleviate teacher shortages, many countries are investing in professionals from other fields to become teachers. As second career (preservice) teachers (SCT) are thought to bring additional resources into the teaching profession, it is important gain insights into whether and how these resources are impacting their learning experiences and professional development. Therefore, using the Job Demands-Resources (JD-R) framework, this study examined practicum output among first career preservice teachers (FCT) and SCT. Questionnaire data from 396 students (143 SCT) were analysed via path analyses with multi-group comparisons. The two groups differed significantly regarding self-efficacy beliefs as a resource, as well as the impact of job demands and resources on practicum output. FCT were more likely to feel discouraged by practicum demands. These findings indicate that practicum studies need to be tailored to different student groups.
Acknowledgments
We are grateful to Dilan Aksoy for helping us in coordinating and conducting the data collection. This work was supported by the Bern University of Teacher Education under Grant number F-13.09.0003.
Disclosure statement
No potential conflict of interest was reported by the author(s).
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Notes on contributors
Larissa Maria Troesch
Larissa Maria Troesch is a lecturer at the Bern University of Teacher Education, Switzerland. Her research focus is teacher professional development and second language acquisition in children.
Anja Winkler
Anja Winkler is a research associate at the Institute for Research, Development and Evaluation at the Bern University of Teacher Education, Switzerland. Her main areas of interests and expertise are school-based teacher education as well as the career entry of teachers.
Catherine Eve Bauer
Catherine Eve Bauer works as a researcher at the Institute for Research, Development, and Education at the University of Teacher Education, Bern, Switzerland. Her research focus is on teacher professional development and teacher education.