Search results for: Haim Orly

This study aimed to explore the professional challenges and concerns of 30 second career teachers (SCTs) participating in an alternative fast-track induction program during their first year of teaching. Additionally, the study investigated their perspectives of the institutional support provided to them. The results suggest that the challenges and concerns of SCTs trained through a fast-track program are essentially not dissimilar from novice teachers trained in traditional programs. Even though SCTs entered the profession with extensive life and work experience, they seemed to perceive the same mismatch experienced by other first-year teachers between what they had expected and what they actually encountered. Their main challenges and concerns centered on: classroom teaching, teacher–student relations, the extensive workload, and their emotional involvement.