Source: Asia-Pacific Journal of Teacher Education, Volume 43, Issue 1, 2015, pages 49-60
This article focuses in 12 career-change teachers from an industry background during their first 3 years as technology and Vocational Education and Training in Schools (VETiS) teachers in New South Wales, Australia.
Their vocational content knowledge and teacher preparation provided pedagogical and curriculum knowledge.
Through interviews, site visits, emails, and phone calls, a descriptive analysis was undertaken to investigate how these early career teachers had adapted to their new roles.
The study investigated the ways in which these teachers ascribed meaning to their professional lives.
Cross case analysis and discourse analysis confirmed themes emerging from the data about these particular new teachers and their different pathway to the profession.