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Using semi-structured interviews across nearly six months, the study analyzes how prior first-career work shapes interpretations, attitudes, and beliefs about teaching during and after practicum. Findings indicate second careerists draw heavily from earlier professional experience, influencing responses to school bureaucracy and pedagogy, and recommend replacing performance-based practicum with a self-directed constructivist model.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-swapping-the-boardroom-for-the-classroom-issue-4-abstract-and-study-findings/594424/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-swapping-the-boardroom-for-the-classroom-issue-4-abstract-and-study-findings/594424.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main objective of the study?","Question",{"text":112,"@type":113},"To understand how second-career teacher candidates perceive and experience their initial classroom teaching practicum, focusing on the role of prior career experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analyzed?",{"text":117,"@type":113},"The study used a semi-structured interview format, conducted over nearly six months, interviewing 10 second-career pre-service teachers enrolled in two accelerated graduate programs.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes does the study recommend for practicum design?",{"text":121,"@type":113},"It recommends replacing the traditional performance-based practicum model with a more self-directed constructivist practicum model.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594424,1792162020,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 34 | Issue 4 | Article 4 |\n| --- | --- |\n| 2009\u003Cbr>Swapping the Boardroom for the Classroom\u003Cbr>Matthew Etherington\u003Cbr>The University of Notre Dame, Sydney |  |\n\nRecommended Citation  \nEtherington, Matthew (2010) \"Swapping the Boardroom for the Classroom,\"Australian Journal of Teacher Education: Vol. 34: Iss. 4, Article 4.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol34/iss4/4](http://ro.ecu.edu.au/ajte/vol34/iss4/4)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol34/iss4/4](http://ro.ecu.edu.au/ajte/vol34/iss4/4)  \nAustralian Journal of Teacher Education  \nSwapping the Boardroom for the Classroom  \nMatthew Etherington  \nThe University of Notre Dame, Sydney metherington@nd,edu,au  \nAbstract: This study inquires into the practicum experiences of  \n10 second career pre-service teachers who were enrolled in two  \naccelerated graduate teacher education programs at a well  \nestablished university in Ontario Canada. The objective was to  \nunderstand the actuality of the teaching experience for teacher  \ncandidates with previous careers. The data collection drew on a  \nsemi-structured interview format and spanned nearly a six  \nmonth period. The results suggest that second careerists draw  \nheavily on their experiences from first careers and these  \nexperiences continue to shape their interpretations, attitudes  \nand beliefs about teaching during and after the practicum. The  \nconclusions recommend that the traditional performance based  \nmodel of the practicum be replaced with a more self-directed  \nconstructivist practicum model.  \nStatement of the Problem  \nIn Ontario, Canada, there are an increasing number of men and women who have switched first careers to become K-6 school teachers. At the same time many have also returned to first careers following a relatively short period of teaching time in the classroom. While these individuals were initially well motivated to teach, and are career experienced with rich work place histories, their actual experience teaching in the classroom appears to be incongruent to their perceptions of teaching. As such, second career teachers show an inherent resistance to certain types of school bureaucracy—mostly in the form of top down decision making. Moreover, career experienced teachers reveal perceptions of pedagogy that are contrary to the actuality and the practicality of teaching young children in K-6 schools. They seem determined to include as an adjunct to their pedagogy both their workplace successes and also career frustrations. Subsequently career experienced teachers with rich work histories may well be the most challenging and least understood profile ofK-6 teacher for education faculty, practicum supervisors and school staff.  \nThis study draws on these challenges and does so by offering a phenomenological inquiry to help uncover the personal and private reflections, perceptions, expectations and experiences often second career teachers before they graduate. The aim is to gain a clearer understanding of how second career teachers perceive the initial classroom teaching experience. The career changers were interviewed immediately after their school  \nVol 34, 4, August 2009 39  \nAustralian Journal of Teacher Education  \nexperience. Their reflections may assist teacher educators to prepare teacher training programs for mature age individuals who become K-6 teachers after well established first careers.  \nThe Conceptual Framework  \nThe conceptual frame of reference employed in this study is drawn from the ideal of self-directed learning. This was made popular by Della-Dora and Blanchard (1979) as a relevant research style of inquiry that investigates past experiences, perceptions and in particular, a view of understanding as it relates to a mature age individual’s expectations of further formal schooling and formal education.  \nSelf-directed learning of this nature recognises that much of our knowled","cbCaipUwcnDjc17m","https://ap.wps.com/l/cbCaipUwcnDjc17m","pdf",196580,22,"English","# Statement of the Problem\n# The Conceptual Framework\n## Self-directed learning\n# A Review of the Literature\n## Traditional practicum model","[{\"question\":\"What is the main objective of the study?\",\"answer\":\"To understand how second-career teacher candidates perceive and experience their initial classroom teaching practicum, focusing on the role of prior career experiences.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"The study used a semi-structured interview format, conducted over nearly six months, interviewing 10 second-career pre-service teachers enrolled in two accelerated graduate programs.\"},{\"question\":\"What changes does the study recommend for practicum design?\",\"answer\":\"It recommends replacing the traditional performance-based practicum model with a more self-directed constructivist practicum model.\"}]","Australian Journal of Teacher Education - Swapping the Boardroom for the Classroom - Issue 4 - Abstract and Study Findings | PDF",1792079137,55]