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Teacher Induction, Identity, and Pedagogy: Hearing the Voices of Mature Early Career Teachers from an Industry Background
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. 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.
Updated: Jun. 14, 2015