| Title | Author | Year | Add to Folder |
| Teaching as a 'take-home' job : understanding resilience strategies and resources for career change preservice teachers.
| Beutel, Denise
Crosswell, Leanne
Broadley, Tania | 2019 |
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Title: Teaching as a 'take-home' job : understanding resilience strategies and resources for career change preservice teachers.
Author(s): Beutel, Denise | Crosswell, Leanne | Broadley, Tania |
Journal Details: Australian Educational Researcher v.46 n.4 p.607-620
Published: September 2019
ISSN: 0311-6999
Abstract: This paper explores the strategies and resources for resilience activated by a cohort of career change preservice teachers enrolled in a graduate entry teacher education program in eastern Australia. Data were collected through focus groups as the preservice teachers prepared for professional experience placements. A social ecological lens is used as a framework to discuss the range of personal and contextual resources and strategies utilised to activate their individual resilience. The findings revealed that preservice teachers perceived teaching as a 'take home' job with the intense workload demands and stresses of teaching impacting on their personal as well as their professional lives that precipitated a range of resilient responses. Supervising teachers and professional experience contexts appeared to impact significantly on preservice teacher resilience and their successful adaptation to teaching. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-019-00327-1
Record No: 224194 From EdResearch online
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| 21st century teachers : how non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms.
| Crosswell, Leanne
Beutel, Denise | 2017 |
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Title: 21st century teachers : how non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms.
Author(s): Crosswell, Leanne | Beutel, Denise |
Journal Details: Asia-Pacific Journal of Teacher Education v.45 n.4 p.416-431
Published: September 2017
ISSN: 1359-866X
Abstract: In the twenty-first century, teachers' work has become more complex with high levels of accountability, increased bureaucratic responsibilities and unprecedented levels of public scrutiny. However, teaching fundamentally remains a caring profession, requiring well-developed social skills and emotional labour to successfully engage and motivate students. Teachers need resilience to thrive in these environments of intense and often conflicting pressures. Drawing on a transactional-ecological model this qualitative study explored the resilience and teacher identity development of a cohort of pre-service career-change teachers as they navigated their initial experiences in contemporary classrooms. The findings indicate that this cohort arrived to teacher education with teacher identities strongly aligned with a broad conceptualisation of care as active practice. This paper discusses how their identities and capacities for resilience were challenged and reviewed during their classroom experiences and the implications for teacher education and the profession. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2017.1312281
Record No: 216278 From EdResearch online
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| Mature age professionals : Factors influencing their decision to make a career change into teaching.
| Bauer, Carmel
Thomas, Sue
Sim, Cheryl | 2017 |
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Title: Mature age professionals : Factors influencing their decision to make a career change into teaching.
Author(s): Bauer, Carmel | Thomas, Sue | Sim, Cheryl |
Journal Details: Issues in Educational Research v.27 n.2 p.185-197
Published: 2017
ISSN: 1837-6290
Abstract: This paper presents the early findings from a study that addresses the topic of mature age professionals making a career change into the secondary teaching profession by undertaking a postgraduate coursework initial teacher education program. The paper specifically addresses the factors that affect the decision for mature age professionals to make such a change. Education systems worldwide are encouraging mature age professionals to make a career change into secondary teaching to fill teacher shortages in specialist subject areas. However, the literature shows there has been little recent research about this aspect of mature age career changers. The study on which this paper is based utilised a qualitative, narrative inquiry approach to explore the stories of mature age professionals who were making a career change into teaching. The paper focuses on the resonances across the stories of 17 mature age professionals as they outline the factors that influenced their decision to make a career change into teaching. The findings of this study would be of interest to educational policy makers and academic administrators responsible for the recruitment of mature age professionals into secondary teaching. [Author abstract]
URL (open access) : http://www.iier.org.au/iier27/bauer.html
http://www.iier.org.au/iier27/bauer.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=220006
Record No: 220006 From EdResearch online
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| A farmer becomes a social pedagogue : A psycho-societal approach.
| Mellon, Karsten | 2016 |
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Title: A farmer becomes a social pedagogue : A psycho-societal approach.
Author(s): Mellon, Karsten |
Journal Details: Australian Journal of Adult Learning v.56 n.3 p.307-330
Published: November 2016
ISSN: 1443-1394
Abstract: In Denmark various non-traditional students are mature-age students who already have some kind of a vocational background. When applying to do a professional degree, most of them fall outside the traditional admission requirements, which is why individual assessment of applicants is necessary for bachelor programs. This article examines the case of a woman named Amy, a mature, non-traditional university college student who becomes a social pedagogue. Because of severe allergies, Amy had to quit her job as a farmer and began to study to become a social pedagogue. Becoming a social pedagogue is a tremendously complex process that involves taking on a new professional identity and acquiring new skills. In order to ascertain the extent of this complexity, this article uses a psycho-societal approach derived from a Danish/German life history research approach. This article offers a brief presentation of the theoretical and methodological framework applied before analysing the process Amy undergoes to become a social pedagogue. The analysis demonstrates that this type of significant career change is demanding and, for Amy, filled with feelings of ambivalence and defensiveness. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=213896
Record No: 213896 From EdResearch online
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| Unlocking the potential within : A preliminary study of individual and community outcomes from a university enabling program in rural Australia.
| Johns, Susan
Crawford, Nicole
Hawkins, Cherie
Jarvis, Lynn
Harris, Mike
McCormack, David | 2016 |
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Title: Unlocking the potential within : A preliminary study of individual and community outcomes from a university enabling program in rural Australia.
Author(s): Johns, Susan | Crawford, Nicole | Hawkins, Cherie | Jarvis, Lynn | Harris, Mike | McCormack, David |
Journal Details: Australian Journal of Adult Learning v.56 n.1 p.69-88
Published: April 2016
ISSN: 1443-1394
Abstract: Many rural communities have a pool of mature-aged local people seeking a career change or better lifestyle, which inevitably involves reskilling or upskilling. These people have strong local ties and are committed to their community. University enabling programs provide a bridge to higher education. This longitudinal study explores the impact on rural mature-aged people of participation in a university enabling program, in terms of further study and employment outcomes. The benefits of enabling programs extend beyond individuals, to family and friends, and beyond. These broader benefits include an enhanced local skills base in key industry areas, and an increased awareness of the value of higher education within the community. Enabling programs are a powerful but under-valued tool in helping to unlock and harness the potential within rural communities, both in the medium and longer term. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=211833
Record No: 211833 From EdResearch online
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| Delay Journalism Practice until Academic Scholarship is Mastered.
| Wake, Alexandra | 2015 |
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Title: Delay Journalism Practice until Academic Scholarship is Mastered.
Author(s): Wake, Alexandra |
Journal Details: Asia Pacific Media Educator v.25 n.1 p.55-61
Published: June 2015
ISSN: 1326-365X
Abstract: This article argues that Australian journalists turned academics must prioritise learning the scholarship of the academy - the theorising and testing of ideas - ahead of journalism practice at the start of their academic careers. While acknowledging that some parts of journalism practice are winning acknowledgement as research outcomes in many academic communities, this article suggests that there are areas within a journalist's professional field of practice that will continue to struggle to find acceptance as research. This article suggests that the narrow definition of what constitutes journalism as research is held not only by many people holding senior roles within Australian universities, but also those who hold positions of power within journalism faculties. This article suggests that journalists turned academics abandon their journalism, briefly, while they learn the vocabulary and skills required to have their work seen as genuine research, and that generally means after finalising a PhD. [Author abstract]
URL (conditional access) : http://journals.sagepub.com/doi/abs/10.1177/1326365X15575572
http://dx.doi.org/10.1177/1326365X15575572
Record No: 214699 From EdResearch online
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| Teacher induction, identity, and pedagogy : hearing the voices of mature early career teachers from an industry background.
| Green, Annette | 2015 |
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Title: Teacher induction, identity, and pedagogy : hearing the voices of mature early career teachers from an industry background.
Author(s): Green, Annette |
Journal Details: Asia-Pacific Journal of Teacher Education v.43 n.1 p.49-60
Published: February 2015
ISSN: 1359-866X
Abstract: In considering the blurring of boundaries between vocational education and school education since the introduction of Vocational Education and Training in Schools (VETiS) in the senior secondary school system in Australia, it could be argued that the key figures in practice are the vocational education and training teachers in schools. The focus in this paper is 12 career-change teachers from an industry background during their first 3 years as technology and 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. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2014.905671
Record No: 205223 From EdResearch online
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| Teachers' career decisions : perspectives on choosing teaching careers, and on staying or leaving.
| Howes, Loene M.
Goodman-Delahunty, Jane | 2015 |
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Title: Teachers' career decisions : perspectives on choosing teaching careers, and on staying or leaving.
Author(s): Howes, Loene M. | Goodman-Delahunty, Jane |
Journal Details: Issues in Educational Research v.25 n.1 p.18-35
Published: 2015
ISSN: 1837-6290
Abstract: For early-career teachers in particular, teacher attrition and retention has been the focus of international research. This article provides a more holistic view of teacher attrition and retention in an Australian educational context by including the perspectives of a cross-section of current and former teachers with various lengths of teaching service. The authors explored the similarities and differences in considerations about past career decision points reported by the teachers in different groups. Australian teachers (N = 133) who were staying in teaching (n = 59), or undecided about staying (n = 34), and former teachers who had changed careers (n = 40) completed free-response questionnaires about their decisions to choose and to stay in (or to leave) teaching careers. Thematic analysis suggested that three overarching themes were salient across all three groups of teachers at different decision points in the career. These overarching themes were personal fulfillment, practical considerations, and lack of alternatives or barriers to change. Strategies to retain teachers should aim to foster collegial relationships, address workload, respond to needs for job security or flexibility, and provide new opportunities within teaching. [Author abstract]
URL (open access) : http://www.iier.org.au/iier25/howes.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=206527
Record No: 206527 From EdResearch online
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| Are they genuinely novice teachers? Motivations and self-efficacy of those who choose teaching as a second career.
| Wagner, Tili
Imanel-Noy, Dalia | 2014 |
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Title: Are they genuinely novice teachers? Motivations and self-efficacy of those who choose teaching as a second career.
Author(s): Wagner, Tili | Imanel-Noy, Dalia |
Journal Details: Australian Journal of Teacher Education v.39 n.7 p.31-57
Published: July 2014
ISSN: 0313-5373
Abstract: The research is based on the trend of broadening unique teacher training programs. It is a mixed-method research aiming to explore the motives of three groups of Graduate Retraining Program (GRP) who opted for teaching as a second career and their self-efficacy. The research population comprises 82 participants from three specialised teachers' education programs. Tools include a closed self-efficacy and a semi-structured motivation questionnaires and interviews. Findings: motives relate mostly to psycho-ideological aspects; three efficacy dimensions relating to Teaching Tasks (TT), Teacher-Student Relations (TSR), and Influence in the Organisation (IO); The TT dimension is the highest, while the IO dimension is the lowest. A clear difference between the groups is reflected in the TT dimension. The research expands the viewpoint of the decision-makers as regards the benefit of unique teacher education paths in assisting the absorption of academics into teaching as a second career. [Author abstract]
URL (open access) : http://dx.doi.org/10.14221/ajte.2014v39n7.5
URL (conditional access) : https://library.acer.edu.au/document/?document_id=203945
Record No: 203945 From EdResearch online
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| High school students : complexity, change and chance : do the key concepts of the Chaos Theory of Careers apply?
| Borg, Tony
Bright, Jim E. H.
Pryor, Robert G. L. | 2014 |
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Title: High school students : complexity, change and chance : do the key concepts of the Chaos Theory of Careers apply?
Author(s): Borg, Tony | Bright, Jim E. H. | Pryor, Robert G. L. |
Journal Details: Australian Journal of Career Development v.23 n.1 p.22-28
Published: April 2014
ISSN: 1038-4162
Abstract: A key postulate of the Chaos Theory of Careers is the significant influence of change, in general, and unplanned change, in particular, on individuals' career development. This qualitative research study investigated the perceived incident and impact of such change in the career paths of 55 high school graduates from the same class at a regional New South Wales High School. Using a combination of interviews and surveys, the research examined the nature and extent of chance events perceived by the participants 18 months after having left school. Consistent with previous research with university students, it was found not only change in career development from plans at high school but that for 71% of the sample, such change was unplanned. Unplanned change was most substantial for those who entered the workforce while those who entered traineeships reported the least impact of unplanned change on their careers. A complex array of reasons for the changes experienced was mentioned. The results confirm this aspect of the Chaos Theory of Careers even for those with very limited post-high school career development experience. The implications for school careers education and counselling are identified. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=204226
http://dx.doi.org/10.1177/1038416214523394
Record No: 204226 From EdResearch online
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| The motivation and identity challenges for PhD holders in the transition to science and mathematics teaching in secondary education : a pilot study.
| Whannell, Robert
Allen, Bill | 2014 |
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Title: The motivation and identity challenges for PhD holders in the transition to science and mathematics teaching in secondary education : a pilot study.
Author(s): Whannell, Robert | Allen, Bill |
Journal Details: Australian Journal of Teacher Education v.39 n.12 p.78-90
Published: 2014
ISSN: 0313-5373
Abstract: Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This article reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges associated with the transition. The principle findings were that all but one of the participants had considered secondary teaching as a career option for an extended period that, for some, had predated their PhD study. Those participants who had engaged in postdoctoral study reported substantial professional identity challenges associated with the change in career. Financial security considerations figured strongly in the decisions to initiate the transition to secondary teaching. The opportunities for further research identified by the pilot study are discussed. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2507&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=207482
Record No: 207482 From EdResearch online
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| Determinants of Malaysian undergraduate nurses' occupational commitment.
| Blackman, Ian R.
Singh, Gurbinder J.
Hall, Margaret M. | 2013 |
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Title: Determinants of Malaysian undergraduate nurses' occupational commitment.
Author(s): Blackman, Ian R. | Singh, Gurbinder J. | Hall, Margaret M. |
Journal Details: Ergo v.3 n.1 p.3-13
Published: March 2013
ISSN: 1835-6850
Abstract: To explore factors that influenced the self-reported occupational commitment of Malaysian nurses to remain within the nursing profession upon completion of their undergraduate studies A one-level hypothetical model was formulated to identify which latent variables had direct and indirect influences on the Malaysian undergraduate nurses' expectations to remain in the nursing profession upon graduation. A Malaysian university school of nursing Participants: 172 undergraduate diploma nursing students Questionnaires including the use of Likert scales were used to capture demographic data and to estimate self-rated consensus and ability levels which measure occupational commitment to the nursing profession. Forty-one percent of the variance of the Malaysian undergraduate nurses' occupational commitment scores was explained. The most significant predictor variables which had direct influence on self-consensus for occupational commitment was their undergraduate stress levels, achievement grades and their concurrent beliefs about their transition roles as a beginning registered nurse. The variables of students' age, qualifications, emotional intelligence, number of siblings and the number of persons residing at home exerted additional indirect effects on occupational commitment with the undergraduate student gender having no influence at all. [Author abstract]
URL (open access) : http://www.ojs.unisa.edu.au/index.php/ergo/article/download/937/665
Record No: 197552 From EdResearch online
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| National Foundation Skills Strategy.
| | 2013 |
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Title: National Foundation Skills Strategy.
Author(s): Victorian Adult Literacy and Basic Education Council (VALBEC)
Journal Details: Fine Print v.36 n.1 p.33-34/36
Published: 2013
ISSN: 0159-3978
Abstract: This article comprises a summary of the National Foundation Skills Strategy for Adults (NFSSA) and the response by the Australian Council for Adult Literacy (ACAL). The NFSSA identifies common goals and priorities of a strategy to promote basic skills for adults. It was endorsed by ministers at the Standing Council on Tertiary Education, Skills and Employment (SCOTESE) in November 2011 and released in September 2012. So what does this mean for individuals? Stronger foundation skills will enhance a person's ability to keep up with technological changes in the workplace, retrain in other areas or change careers. Strengthening the skills of those who are currently employed has the potential to free up jobs at entry level for the unemployed. Many unemployed individuals will increase their ability to participate in work or pursue further education and training if they develop stronger foundation skills. ACAL's response adds further comments on funding, implementation, how the whole-of-government approach to integrating foundation skills delivery with community services is supported by the strategy, and questions on the timeline and process for establishing professional standards for the foundation skills workforce. Together with ACAL, VALBEC expects that this input will assist in the implementation of the strategy. [Author abstract, ed]
URL (open access) : http://www.valbec.org.au/fineprint/archive/2013/fp_2013-01-r.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=197649
Record No: 197649 From EdResearch online
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| Becoming a VET teacher as a second career : investigating the determinants of career choice and their relation to perceptions about prior occupation.
| Berger, Jean-Louis
D'Ascoli, Yannick | 2012 |
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Title: Becoming a VET teacher as a second career : investigating the determinants of career choice and their relation to perceptions about prior occupation.
Author(s): Berger, Jean-Louis | D'Ascoli, Yannick |
Journal Details: Asia-Pacific Journal of Teacher Education v.40 n.3 p.317-341
Published: August 2012
ISSN: 1359-866X
Abstract: Ageing and the threat of shortages among vocational education and training (VET) teachers are current issues in Europe. Yet, there is little research conducted so far that has investigated scientifically the motivation and perceptions of these teachers. This article examines the factors influencing the choice of a second career as a VET teacher in Switzerland. German- and French-speaking VET teachers reported their motivation to become teachers, and their perceptions of teaching, using the Factors Influencing Teaching (FIT) Choice scale. In addition, perceptions of the participants' former occupation were examined in relation to the reasons for choosing teaching as a second career. The results provide an examination of validity of the FIT-Choice scale in a new context, a picture of the determinants of VET teachers' career choice, and an analysis of the relations between perceptions of prior occupations and these determinants, controlling for individual characteristics. Some adaptations of the FIT-Choice framework for investigating VET teachers' motivation are discussed. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/1359866X.2012.700046
Record No: 193755 From EdResearch online
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| Dichotomy, dialectic and dialogic : how do sociology terms assist career development theory?
| Burns, Edgar A. M. | 2012 |
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Title: Dichotomy, dialectic and dialogic : how do sociology terms assist career development theory?
Author(s): Burns, Edgar A. M. |
Journal Details: Australian Journal of Career Development v.21 n.3 p.5-12
Published: Spring 2012
ISSN: 1038-4162
Abstract: Three concepts from sociology—dichotomy and two extensions, dialectic and dialogic— are considered here as social-psychological tools for career practitioners who analyse and investigate career patterns, career motivations and career pathways, whether at career start or at further points of transition. These terms have macro-social applications not discussed here, but the present focus on individual career agency and capacity shows how these concepts can illuminate drivers for change or stability in individual life course and career development. Applying these terms to how career theory accounts for the positive interaction of individuals within the networks of their lives adds additional insight into why and how individuals change—or do not change—careers, and what constrains or enables their personal and occupational paths in the contemporary employment environment. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=193903
http://dx.doi.org/10.1177/103841621202100302
Record No: 193903 From EdResearch online
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| Keeping teacher wellbeing on the agenda.
| McCallum, Faye
Price, Deborah | 2012 |
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Title: Keeping teacher wellbeing on the agenda.
Author(s): McCallum, Faye | Price, Deborah |
Journal Details: Professional Educator v.11 n.2 p.4-7
Published: March 2012
ISSN: 1447-3607
Abstract: The last edition of 'Professional Educator' (v.11, issue 1, 2012) identified current challenges for teaching and teacher education. These provided the impetus to write this article to raise awareness about, and highlight the importance of teaching wellbeing, a notion often silenced in many debates. The Staff in Australia's Schools report (2012) has provided interesting data with one particular statistic that warrants attention: 7% of primary teachers and 9% of secondary teachers intend to leave teaching within three years. The authors argue that teacher wellbeing has a critical place in teacher preparation and retention. They discuss the case of the University of South Australia, where graduates complete a core course addressing learner and teacher wellbeing in their final semester. The course centres on examining personal and professional identity, agency, emotional intelligence and teacher resilience. Wellbeing is central to teachers' work but it is an area that needs to be taken seriously if Australia is to attract quality people to the profession and if teacher retention is improved for the sustainability of the profession and to improve learning outcomes for children and young people. The question lies in whether teacher wellbeing has a significant influence on advancing national and local agendas on quality teaching and learning outcomes, expert teaching initiatives and, if so, then where does the responsibility to the building and sustaining capacity of quality teaching lie? [Author abstract, ed]
URL (open access) : http://www.austcolled.com.au/wp-content/uploads/2017/09/18.-Prof-Ed-March-2012.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=192377
Record No: 192377 From EdResearch online
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| Maximising the industry experience and skills of career change teachers.
| Pitard, Jayne
Greenfield, Rosie | 2012 |
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Title: Maximising the industry experience and skills of career change teachers.
Author(s): Pitard, Jayne | Greenfield, Rosie |
Journal Details: Vocal : The Australian Journal of Vocational Education and Training in Schools v.9 p.96-99
Published: 2011/2012
ISSN: 1445-5080
Abstract: The Career Change (CC) Program is an initiative of DEECD to training teachers for hard-to-staff schools across mainly regional Victoria. The schools recruit candidates and for the past nine years Victoria University (VU) has delivered the CC Program through a purpose-designed BEd. (VET/Secondary) which has embedded the Cert. IV TAA and the Grad. Cert. in VET. VU negotiated a two-year credit with the Victorian Institute of Teaching for a trade qualification (AQF Level 4) plus eight years' industry experience. Through a series of workshops and assessment tasks, CC teachers undergo a transition from industry expert to teacher/industry expert. Their success as beginning teachers relies on their self-efficacy, drawing on their industry experience. Valuing these skills becomes an integral part of their learning within the CC Program and they are encouraged to identify the industry and life skills they can contribute and transfer, particularly to the VETiS students. One of the methods used to initiate this transition is an assessment project in which CC teachers use their networks to build partnerships to expose VETiS students to industry and the community. This paper reports on this initiative and showcases some of the outstanding industry/community partnerships developed by these CC teachers. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=199794
Record No: 199794 From EdResearch online
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| Occupational transitions as a relational project.
| Hallqvist, Anders | 2012 |
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Title: Occupational transitions as a relational project.
Author(s): Hallqvist, Anders |
Journal Details: Studies in Continuing Education v.34 n.2 p.83-98
Published: July 2012
ISSN: 0158-037X
Abstract: Looking at 'biographical learning' as part of a work transition, this paper investigates how social relations enable and constrain such a learning process in outplacement clients. To examine the process, its character and social conditions, the study draws on interviews with workers who had been made redundant and were enrolled at an outplacement agency. The interviews were analysed using a comparative cross-case analysis. A distinction was made between 'strong' (long-term and intimate), 'weak' (short-term and non- intimate) and 'formal'? (such as professional counsellors) relations. Findings showed that strong and formal relations were rather influential on people's engagement in biographical learning while weak relations were important to the straightforward career. Since transitions in late modern society has become not only a passage but also a learning option, the different sources and functions of social relations should be considered a vital part of outplacement counselling. Future research should examine more closely both parties in strong relationships and the (joint) process of career decision-making inherent in occupational transitions. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/0158037X.2011.610300
Record No: 193747 From EdResearch online
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| Becoming a teacher and staying one : examining the complex ecologies associated with educating and retaining new teachers in rural Australia.
| Plunkett, Margaret
Dyson, Michael | 2011 |
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Title: Becoming a teacher and staying one : examining the complex ecologies associated with educating and retaining new teachers in rural Australia.
Author(s): Plunkett, Margaret | Dyson, Michael |
Journal Details: Australian Journal of Teacher Education v.36 n.1 p.32-47
Published: 2011
ISSN: 0313-5373
Abstract: The problem of teacher retention has intensified in Australia, particularly in rural areas, with a number of studies suggesting that beginning teachers are not entering the profession with a commitment to remaining there. This paper reports on a study of 102 new teachers graduating from a rural campus of a major Australian university. Utilising a self devised survey over a three-year period, graduate reflections were captured on what it meant for them to become a teacher. The research sought to determine graduates' goals and aspirations for working in the profession in both the long and the short term. Participants reported that while they were looking for stability and would like to remain in their current positions, they were hampered by the present contractual system which eroded any sense of permanence. It is argued that contractual employment disrupts the development of a sense of belonging to the profession and the building of meaningful connections between teachers and their schools, a factor that will require attention if retention issues within rural Australia are to be seriously addressed. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1512&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187196
Record No: 187196 From EdResearch online
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| Occupational mobility in Queensland's aged care, automotive and civil construction sectors.
| Haukka, Sandra | 2011 |
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Title: Occupational mobility in Queensland's aged care, automotive and civil construction sectors.
Author(s): Haukka, Sandra |
Journal Details: Australian Journal of Adult Learning v.51 n.1 p.32-68
Published: April 2011
ISSN: 1443-1394
Abstract: Current trends in workforce development indicate the movement of workers within and across occupations to be the norm. In 2009, only one in three vocational education and training (VET) graduates in Australia ended up working in an occupation for which they were trained. This implies that VET enhances the employability of its graduates by equipping them with the knowledge and competencies to work in different occupations and sectors. This article presents findings from a government-funded study that examined the occupational mobility of selected associate professional and trades occupations within the Aged Care, Automotive and Civil Construction sectors in Queensland. The study surveyed enrolled nurses and related workers, motor mechanics and civil construction workers to analyse their patterns of occupational mobility, future work intentions, reasons for taking and leaving work, and the factors influencing them to leave or remain in their occupations. The article also discusses the implications of findings for the training of workers in these sectors and more generally. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187332
Record No: 187332 From EdResearch online
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| The relationship between the level of school-involvement and learned helplessness among special-education teachers in the Arab sector.
| Qutaiba, Agbaria | 2011 |
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Title: The relationship between the level of school-involvement and learned helplessness among special-education teachers in the Arab sector.
Author(s): Qutaiba, Agbaria |
Journal Details: Australian Journal of Teacher Education v.36 n.2 p.1-15
Published: 2011
ISSN: 0313-5373
Abstract: Acquired or learned helplessness is one of the most popular research subjects reported in the psychological literature in recent decades. The present study examined the relationship between involvement in decision-making at the school and learned helplessness among special-education teachers in the Israeli Arab sector. The importance of this study lies in its focused examination of variables that correlate with states that have an adverse effect on the education system, such as stress and burnout. Special-education teachers were randomly selected from several special-education schools. The findings gave considerable support to the hypotheses that predicted a negative correlation between school involvement and learned helplessness. The conclusions of this study support greater involvement of teachers in the school in order to improve their well-being and work efficiency. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1519&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187200
Record No: 187200 From EdResearch online
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| Skilling for an encore career (previously known as 'retirement years').
| Figgis, Jane | 2011 |
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Title: Skilling for an encore career (previously known as 'retirement years').
Author(s): Figgis, Jane |
Journal Details: Training and Development in Australia v.38 n.2 p.30-32
Published: April 2011
ISSN: 0310-4664
Abstract: The remarkable increase in active life expectancy in Australia has effectively inserted a new phase of life into our sixth, seventh, eighth decades. Most people still expect to change the work they work when they reach the age of 60-65. What is interesting is how many baby boomers intend to keep working past that point, but at something new and different. They want a fresh direction and a chance to develop and use new skills: they want an encore career. The author sees the opportunities that people in their Third Age have to apply their skills and experience, and to develop additional skills and talents. She has been involved in an NCVER project, speaking with TAFE staff and enterprise RTOs, training/development consultants and private providers. She describes the nature of an encore career, and the two types of encore careers programs that have been developed in the US and are beginning to be developed in Australia: (1) programs that help people in the 50+ age cohort find a fresh direction; and (2) programs that re-skill people for the paths they have chosen. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187276
Record No: 187276 From EdResearch online
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| Teacher identity and early career resilience : exploring the links.
| Pearce, Jane
Morrison, Chad | 2011 |
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Title: Teacher identity and early career resilience : exploring the links.
Author(s): Pearce, Jane | Morrison, Chad |
Journal Details: Australian Journal of Teacher Education v.36 n.1 p.48-59
Published: 2011
ISSN: 0313-5373
Abstract: A collaborative research project that explored the impact of professional, individual and relational conditions on the resilience of early career teachers revealed the importance of understanding how they engage in the formation of professional identities. Drawing on the traditions of narrative enquiry and critical ethnography, this article focuses on the story of Norah, one of 60 beginning teachers interviewed for this study, as she experienced becoming a teacher. Norah's story provides an insight into how early career teachers engage in shaping a professional identity, and leads the authors to suggest that resilience may be enhanced when early career teachers engage consciously and in relationship with others in this process. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1513&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=187197
Record No: 187197 From EdResearch online
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| Transition from clinical manager to university lecturer : a self-reflective case study.
| Oldland, Elizabeth | 2011 |
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Title: Transition from clinical manager to university lecturer : a self-reflective case study.
Author(s): Oldland, Elizabeth |
Journal Details: Higher Education Research & Development v.30 n.6 p.779-790
Published: December 2011
ISSN: 0729-4360
Abstract: This paper is a case study exploring the author's use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching strategies are discussed. Brookfield's model provides the methodological framework for the process of critically reflective practice undertaken to support and inform the transition. This case study describes a novice academic's reflection through the four lenses of autobiography, the theoretical literature, student feedback and the perspectives of colleagues as she seeks to optimise student engagement and learning using the large lecture as the teaching and learning activity. The author suggests that the use of a framework such as Brookfield's model that supports critical reflection may be of significant benefit to accelerate the personal and professional growth of new academic staff in their teaching practice. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/07294360.2010.539595
Record No: 190288 From EdResearch online
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| Capturing the diversity of transition from a multidisciplinary perspective.
| Burns, Edgar | 2010 |
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Title: Capturing the diversity of transition from a multidisciplinary perspective.
Author(s): Burns, Edgar |
Journal Details: Australian Journal of Career Development v.19 n.3 p.43-51
Published: Spring 2010
ISSN: 1038-4162
Abstract: The broad utility of the concept of transition in many disciplines provides career educators and career advisory personnel with expanded opportunities to explore fresh solutions to problems they meet in the course of their work. Further practical solutions become available by continuing to seek applications of the concept. Career transition focuses on contingencies and particular events in individual or organisational circumstances but career change also invokes the generic idea of transition. This article inspects two widely used career transition models: those of Bridges and Schlossberg. It then positions these models by identifying wide cross-disciplinary use of the transition concept, including in social science. Drawing on this richness the idea of transition may be simply used as the context of career discussion or, as suggested here, it may be more consciously and actively mined to respond to career development opportunities. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=183790
http://dx.doi.org/10.1177/103841621001900307
Record No: 183790 From EdResearch online
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| Are principals really retiring types? Part 1. Retirement : is something different happening?
| Marks, W. | 2009 |
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Title: Are principals really retiring types? Part 1. Retirement : is something different happening?
Author(s): Marks, W. |
Journal Details: Australian Educational Leader v.31 n.1 p.22-25
Published: 2009
ISSN: 1832-8245
Abstract: What is happening in 'retirement' for many principals may well be quite different from what was anticipated. Evidence seems to suggest that many recently retired principals are in fact re-engaging with the workforce in some capacity, even full-time. Demographic research evidence indicates that the phenomenon of 'refocusing' (rather than 'retiring') is sweeping across Australia as the first of the Baby Boomers reach the traditional retirement age of 60. Is this also happening in the educational community? Are principals looking to 'refocus' into post-retirement work? Are they looking to 'stay on' instead of retiring? The author has become interested in this as an area of research. But first he needed to establish what is already known. A search of relevant literature allowed him to map the terrain in relation to the changing national demographic scene; current intergenerational issues in relation to work attitudes; and the situation for late-career or recently retired Baby Boomer principals. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=176621
Record No: 176621 From EdResearch online
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| 'At least I'm the type of teacher I want to be' : second-career English language teachers' identity formation in Hong Kong secondary schools.
| Trent, John
Gao, Xuesong | 2009 |
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Title: 'At least I'm the type of teacher I want to be' : second-career English language teachers' identity formation in Hong Kong secondary schools.
Author(s): Trent, John | Gao, Xuesong |
Journal Details: Asia-Pacific Journal of Teacher Education v.37 n.3 p.253-270
Published: August 2009
ISSN: 1359-866X
Abstract: A teacher shortage in Hong Kong in core subjects, such as English, has led to interest in the recruitment and retention of second-career teachers. Drawing upon Wenger's theory of identity formation and using data from interviews with eight second-career English language teachers in Hong Kong, this article explores how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools and that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities. It is suggested that non-participation, a potentially negative experience in Wenger's framework, was deployed by this group of teachers to create the space they needed to enact their own preferred teacher identities. Implications for attracting and retaining second-career teachers are discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/13598660903052449
Record No: 177389 From EdResearch online
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| A qualitative study of TAFE students exiting from TAFE programs.
| Buchanan, Catherine
Sharma, Raj | 2009 |
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Title: A qualitative study of TAFE students exiting from TAFE programs.
Author(s): Buchanan, Catherine | Sharma, Raj |
Journal Details: Journal of Institutional Research v.14 n.2 p.17-29
Published: November 2009
ISSN: 1443-2110
Abstract: Institutional researchers have undertaken many studies of student attrition in the past but mainly focusing on the quantitative dimensions. No doubt it is important for institutions to be aware of their attrition rates and how this may vary by demographic and other variables in order to develop strategies to minimise drop-out rates and thereby reduce downward pressures on income foregone. However, few studies have previously focused on qualitative perceptions of tertiary level students discontinuing their programs (these are individual awards such as Diploma of Building). Collecting detailed qualitative information from students who are exiting their tertiary studies provides the opportunity to obtain valuable information for the purposes of program and student services improvement and a reduction in the incidence of a negative form of student attrition in the future. Accordingly, this article presents the findings of a qualitative research into reasons and associated issues concerning students exiting from Technical and Further Education (TAFE) programs within an inter-sectoral university. [Author abstract]
URL (archived) : http://pandora.nla.gov.au/pan/122841/20161127-0002/www.aair.org.au/articles/volume-14-no-2/14-2-a-qualitative-study-of-tafe-students-exiting-from-tafe-programs.html
Record No: 181119 From EdResearch online
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| Skills acquisition and use across the life course : current trends, future prospects.
| Martin, B. | 2009 |
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Title: Skills acquisition and use across the life course : current trends, future prospects.
Author(s): Martin, B. |
Journal Details: Australian Bulletin of Labour v.35 n.1 p.287-325
Published: 2009
ISSN: 0311-6336
Abstract: The aims of this paper are to assess the extent of life course change amongst Australians over recent decades, to consider likely future patterns of change, and to examine the implications for the VET sector. With the focus on implications for the VET sector, the paper pays particular attention to changes in the place of skill acquisition in the life course and changes in the ways skills are used in the labour market over people's working lives. It begins by briefly reviewing what existing Australian and overseas research has shown about patterns of life course change. It then presents original research, using census data, systematically examining the evidence for change in life course patterns of skill acquisition, living arrangements and participation in paid work. The implications for post-secondary education are then assessed directly by examining the changing life course stage profile of students in Australian TAFE institutions and universities. Finally, the paper examines varying patterns of skill usage through the life course. Throughout, there is a concern with whether we are witnessing the emergence of a small number of new standardised life course patterns or the proliferation of life course pathways. The implications of the changes and patterns uncovered for the VET sector are considered.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=173181
Record No: 173181 From EdResearch online
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| Swapping the boardroom for the classroom.
| Etherington, Matthew | 2009 |
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Title: Swapping the boardroom for the classroom.
Author(s): Etherington, Matthew |
Journal Details: Australian Journal of Teacher Education v.34 n.4 p.39-59
Published: August 2009
ISSN: 0313-5373
Abstract: This study inquires into the practicum experiences of 10 second career pre-service teachers who were enrolled in two accelerated graduate teacher education programs at a well established university in Ontario Canada. The objective was to understand the actuality of the teaching experience for teacher candidates with previous careers. The data collection drew on a semi-structured interview format and spanned nearly a six month period. The results suggest that second careerists draw heavily on their experiences from first careers and these experiences continue to shape their interpretations, attitudes and beliefs about teaching during and after the practicum. The conclusions recommend that the traditional performance based model of the practicum be replaced with a more self-directed constructivist practicum model. [Author abstract]
URL (open access) : http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1400&context=ajte
URL (conditional access) : https://library.acer.edu.au/document/?document_id=181556
Record No: 181556 From EdResearch online
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| Trajectories in teacher education : recognising prior learning in practice.
| Andersson, Per
Hellberg, Kristina | 2009 |
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Title: Trajectories in teacher education : recognising prior learning in practice.
Author(s): Andersson, Per | Hellberg, Kristina |
Journal Details: Asia-Pacific Journal of Teacher Education v.37 n.3 p.271-282
Published: August 2009
ISSN: 1359-866X
Abstract: This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The study is an example of an initiative in which a number of Swedish universities and university colleges have tried to widen admission through Recognition of Prior Learning. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated - the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1080/13598660903052274
Record No: 177390 From EdResearch online
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| Transitions to first year engineering : diversity as an asset.
| Brodie, Lyn M.
Porter, Mark A. | 2009 |
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Title: Transitions to first year engineering : diversity as an asset.
Author(s): Brodie, Lyn M. | Porter, Mark A. |
Journal Details: Studies in Learning, Evaluation, Innovation and Development v.6 n.2 p.1-15
Published: October 2009
ISSN: 1832-2050
Abstract: Both the tertiary education sector and engineering profession are facing numerous challenges to adequately prepare professionals to meet the future needs of society. Higher education institutions rely heavily on the secondary school system to direct students into programs with appropriate prerequisite studies for their chosen career. However, schools are now offering a greater breadth in education at the expense of depth in specific areas. They are now catering for alternative student destinations by offering work-based and trade-oriented programs. Traditional subjects required for engineering such as physics and high level mathematics are suffering from falling numbers. Universities are struggling with the challenge of graduating students with a diverse educational background. The wide range of entry paths to formal higher education compounds this difficulty. Diversity in the university classroom, particularly in the entry level courses, has always been viewed as a 'difficulty' by academics. This paper argues that the careful integration of Problem-based learning (PBL) into the curriculum can turn the disadvantage of diversity into an advantage. PBL can assist in meeting many of the desired graduate attributes such as teamwork, effective communication and problem solving. PBL can also help ensure that students with diverse educational backgrounds have a reasonable chance of success and that those students with a more 'traditional' education background are not 'bored' by covering basic concepts again. Problem-based learning, co-operative-based learning, and collaborative-based learning all offer the possibility of using student diversity to advantage. [Author abstract]
URL (archived) : http://pandora.nla.gov.au/pan/45555/20091116-0006/www.sleid.cqu.edu.au/include/getdoc9af8.pdf?id=827&article=249&mode=pdf
Record No: 182516 From EdResearch online
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| The use of teachers' expertise in subsequent careers : brain drain, skill spill?
| Buchanan, John | 2009 |
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Title: The use of teachers' expertise in subsequent careers : brain drain, skill spill?
Author(s): Buchanan, John |
Journal Details: Education and Society v.27 n.1 p.35-50
Published: 2009
ISSN: 0726-2655
Abstract: Considerable research has been conducted into teacher retention. Substantially less is known, however, of the extent to which, and ways in which, teacher-borne skills, knowledge and expertise transfer to other occupations when teachers leave their profession. For this study, telephone interviews were conducted with 22 ex-teachers, asking what led them into and out of teaching, about their current circumstances, and their views on how the expertise they acquired in teaching applies to their subsequent careers. From the reports of these informants, it appears that the skills and attributes of teaching are highly transfer-able and highly valued by employers in other professions. The findings have implications for teacher recruitment, education, the provision of working conditions in the teaching profession, and for the promotion and public perceptions of teaching, if the profession is to retain more of its teachers. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.7459/es/27.1.03
Record No: 179065 From EdResearch online
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| Where are they now? Ex-teachers tell their life-work stories.
| Buchanan, J. | 2009 |
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Title: Where are they now? Ex-teachers tell their life-work stories.
Author(s): Buchanan, J. |
Journal Details: Issues in Educational Research v.19 n.1 p.1-13
Published: 2009
ISSN: 1837-6290
Abstract: Considerable research has been conducted into teacher retention and attrition. Little is known, though, of the circumstances of ex-teachers, in terms of factors such as salary, workload, working conditions and 'job prestige'. For this paper, telephone interviews were conducted with 22 ex-teachers, asking what led them into and out of teaching, and views on their current working conditions compared to those of teaching. The interview protocol for this project foreshadows a questionnaire that could be used more broadly, nationally and internationally. This paper reports on respondents' perceptions of their current circumstances compared with those of teaching. Few of these ex-teachers regret their decision to leave the profession, and few consider their current circumstances inferior, even those whose raw salary is lower. The findings have implications for teacher recruitment, education, the provision of working conditions in the teaching profession, and for the public perceptions and promotion of teaching. [Author abstract]
URL (open access) : http://www.iier.org.au/iier19/buchanan.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=174714
Record No: 174714 From EdResearch online
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| The ballet dancing progression : a career transition model.
| Roncaglia, I. | 2008 |
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Title: The ballet dancing progression : a career transition model.
Author(s): Roncaglia, I. |
Journal Details: Australian Journal of Career Development v.17 n.1 p.50-59
Published: Autumn 2008
ISSN: 1038-4162
Abstract: This article discusses the transition experiences of two case studies out of a total sample of fourteen international professional ballet dancers who left their careers between the ages of 21 and 49 years. The studies investigated the type of emotional transition is experienced by professional dancers who face the end of their career, and the implications of this journey. By adopting tenets of Interpretative Phenomenological Analysis and Grounded Theory, the analysis of semi-structured interviews is presented as evidence of the discussion. The article raises questions about the theoretical implications behind the concept of retirement and helps to gain an understanding of some of the intricate and hidden issues involved in what seems to be quite a complex area of psychological and social enquiry. It attempts to nurture different thoughts on the subjects of transitions, re-training, re-employment and their relation to career change development and lifelong learning. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=167739
http://dx.doi.org/10.1177/103841620801700108
Record No: 167739 From EdResearch online
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| Change-of-career secondary teachers : motivations, expectations and intentions.
| Anthony, G.
Ord, K. | 2008 |
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Title: Change-of-career secondary teachers : motivations, expectations and intentions.
Author(s): Anthony, G. | Ord, K. |
Journal Details: Asia-Pacific Journal of Teacher Education v.36 n.4 p.359-376
Published: November 2008
ISSN: 1359-866X
Abstract: In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, the authors explore what or who motivates people to change their occupational paths and enter the teaching profession. The authors' sample of 68 newly qualified change-of-career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of 'push and pull' factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – 'Looks Good', 'Time is Right' and 'Teaching is Me' - were developed to illustrate the relative influence of different combinations of reasons. The authors also looked at how these teachers' motivations and prior experiences impacted on early and long-term career expectations and intentions. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/13598660802395865
Record No: 172207 From EdResearch online
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| The L&D professional : up-skilling, developing and evolving.
| | 2008 |
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Title: The L&D professional : up-skilling, developing and evolving.
Author(s):
Journal Details: Training and Development in Australia v.35 n.6 p.23-24
Published: December 2008
ISSN: 0310-4664
Abstract: Because learning and training are part of everyday life for trainers, or learning and development (L&D) professionals, it is easy for us to think we are always working on our own growth and development. Because we have heard about informal learning which is integrated into our daily work flow, it is easy for us to think we are always learning. We know the business factors that create the need for continuing professional development. They include rapid changes in technology that have reduced the lifespan of job knowledge; organisational restructuring and changes in job responsibilities the increasing scope of standards and compliance competitive pressures on organisations; competitive pressures on individuals in the labour market (no job is for life). Frequently-changing job roles and challenges mean L&D practitioners must learn continually. Performing a job efficiently is not sufficient to stay abreast of change.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=172612
Record No: 172612 From EdResearch online
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| Migrants' adjustment to career : an analysis in relation to Nicholson's theory.
| Tharmaseelan, N. | 2008 |
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Title: Migrants' adjustment to career : an analysis in relation to Nicholson's theory.
Author(s): Tharmaseelan, N. |
Journal Details: Australian Journal of Career Development v.17 n.1 p.11-19
Published: Autumn 2008
ISSN: 1038-4162
Abstract: This study addressed career transitions in view of new environments along with the mobility of individuals across cultural territories. The study sought to determine whether the level of acculturation has a direct influence in the adjustment towards career. It paid attention to various adjustments individuals can make in their career in relation to their new environment and analysed those adjustment modes in relation to Nicholson's theory of work role transitions. Different clusters of such adjustment modes were identified and their influences on different career outcomes were examined. A total of 221 Sri Lankan migrants in New Zealand took part in the study. A questionnaire developed specifically for the purpose of this study was administered through the Sri Lankan migrant organisations. The majority of the sample had a tertiary qualification at the time of their migration. A two step data analysis was performed to explore and examine different modes of adjustment and related career outcomes. In the first instance, a cluster analysis was conducted using MINITAB to identify the existing cluster of respondents based on their career adjustments. Secondly, appropriate tests of association were performed to test those relationships assumed. The study suggested that individuals' adjustment towards their career plays an important role in determining career outcomes such as employment status and career satisfaction. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=167735
http://dx.doi.org/10.1177/103841620801700104
Record No: 167735 From EdResearch online
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| Shiftwork : a chaos theory of careers agenda for change in career counselling.
| Bright, J. E. H.
Pryor, R. G. L. | 2008 |
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Title: Shiftwork : a chaos theory of careers agenda for change in career counselling.
Author(s): Bright, J. E. H. | Pryor, R. G. L. |
Journal Details: Australian Journal of Career Development v.17 n.3 p.63-72
Published: Spring 2008
ISSN: 1038-4162
Abstract: This paper presents the implications of the Chaos Theory of Careers for career counselling in the form of Shiftwork. Shiftwork represents an expanded paradigm of career counselling based on complexity, change and uncertainty. Eleven paradigm shifts for careers counselling are outlined to incorporate into contemporary practice pattern making, an emphasis on planning, openness, flexibility, risk, possibility thinking, mattering and meaning, transforming information, scalable reasoning, emergence and trust as faith. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=170555
http://dx.doi.org/10.1177/103841620801700309
Record No: 170555 From EdResearch online
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| Transformative learning in managerial role transitions.
| Isopahkala-Bouret, U. | 2008 |
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Title: Transformative learning in managerial role transitions.
Author(s): Isopahkala-Bouret, U. |
Journal Details: Studies in Continuing Education v.30 n.1 p.69-84
Published: March 2008
ISSN: 0158-037X
Abstract: This study investigates the nature of learning in work role transitions from specialist roles to managerial roles in a context of a large international technology organisation. Prior theorisation of learning in role transitions has been based on quantitative, psychologically-oriented studies prescribing different role and personal attributes related to work adjustment. Personal experiences have received only a superficial or instrumental part in most of the preceding studies. Therefore, this study draws upon a transformative learning theory to outline an interpretative framework and focuses on in-depth, narrative analysis of a small number of role transition experiences. As a result, the study reveals how first-time project managers and team leaders wonder about their abilities and actions; compare 'self' with role models; and become aware of the power aspect of managerial roles. Such reflection eventually leads to a perspective transformation regarding 'self' and new roles. However, it also involves adaptation to the prevailing organisational norms, values, and leadership ideals. The study adds to our understanding of learning in transitions and inform those working in the human resource development or otherwise involved in the organisational transfer processes. Moreover, it reminds that perspective transformations should not be taken innocently as examples of 'empowerment', but critically concern why transformative learning is encouraged at work nowadays and what purposes it serves. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/01580370701841556
Record No: 166133 From EdResearch online
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| Career change and motivation : a matter of balance.
| Green, L.
Hemmings, B.
Green, A. | 2007 |
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Title: Career change and motivation : a matter of balance.
Author(s): Green, L. | Hemmings, B. | Green, A. |
Journal Details: Australian Journal of Career Development v.16 n.1 p.20-27
Published: Autumn 2007
ISSN: 1038-4162
Abstract: The study was designed to consider the motivations of career changers and the perceived outcomes of their career change. Data were collected from a sample of career changers (N=81), approximately half of whom had used the services of a career coach. The analysis showed: firstly, that the reported outcomes associated with career change appeared unrelated to the value attributed to a career coach and the motivation held by the career changer; secondly, that, with respect to career change outcomes, there were no significant differences between those who drew or did not draw on the services of a career coach; and thirdly, career changers who believed that they almost achieved or did achieve career success were more intrinsically motivated than their counterparts who reported that they did not achieve career success. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=159788
http://dx.doi.org/10.1177/103841620701600105
Record No: 159788 From EdResearch online
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| A career in educational writing : making the transition.
| Vize, A. | 2007 |
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Title: A career in educational writing : making the transition.
Author(s): Vize, A. |
Journal Details: Practically Primary v.12 n.2 p.41-43
Published: June 2007
ISSN: 1324-5961
Abstract: One of the great benefits of being a teacher is the set of readily portable skills acquired over time. The ability to inspire, manage, plan, allocate resources, communicate, assess, evaluate, negotiate and report are just some of the many highly valued skills that teachers apply every day in their work. They are also skills which lend themselves well to other fields. One such field that combines well with teaching, or can even become a legitimate alternative career, is educational writing. Some educational writers are also teachers. Some are academics. Some are solely writers, although this last category must work hard to generate the equivalent of a full time income. The author reflects on her own career path and transition. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=160339
Record No: 160339 From EdResearch online
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| The constructs and application of Van Schoor's model for transformation for career transition counselling.
| Beekman, L. | 2007 |
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Title: The constructs and application of Van Schoor's model for transformation for career transition counselling.
Author(s): Beekman, L. |
Journal Details: Australian Journal of Career Development v.16 n.2 p.64-67
Published: Winter 2007
ISSN: 1038-4162
Abstract: The rapid change in the world of work has resulted in general uncertainty of employment in the 21st century a large number of people are in career transition as a result of retrenchments after mergers, acquisitions, reengineering, downsizing and cost-cutting aimed at being competitive in a world market. This article describes the model for transformation that Van Schoor developed as an innovative theoretical framework to assist individuals during the transformation that is taking place in organisations, and also applied to career transition counselling. Adaptation to transition is made possible through what Van Schoor calls transformational intelligence (TQ). The development of TQ forms the core strategy of his intervention to facilitate cognitive restructuring and adaptation through transformation. Van Schoor argues that the individual has to change his or her worldview from a deterministic one to a postmodern one, where the individual can take control, organise and manipulate the environment. The article then considers ways of integrating theory and practice. The model covers all the essential aspects counsellors need to take into consideration when assisting individuals through transition. These aspects include characteristics of transition, transition-induced stress, simultaneous life stress, responses, social support, psychological resources and spiritual connectedness. The model is still being reviewed and revised, but has already made a contribution to transition psychology in practice in South Africa.
URL (conditional access) : https://library.acer.edu.au/document/?document_id=160801
http://dx.doi.org/10.1177/103841620701600212
Record No: 160801 From EdResearch online
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| From barrister to barista : the career experiences of graduate teachers prior to teaching.
| Teasdale-Smith, W. | 2007 |
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Title: From barrister to barista : the career experiences of graduate teachers prior to teaching.
Author(s): Teasdale-Smith, W. |
Journal Details: Professional Educator v.6 n.4 p.22-25
Published: October 2007
ISSN: 1447-3607
Abstract: The Australian Secondary Principals' Association (ASPA), the Association of Heads of Independent Schools of Australia (AHISA), the Association of Principals of Catholic Secondary Schools of Australia (APCSSA), and the Australian Primary Principals Associations (APPA) undertook national research to investigate the experiences of beginning teachers. The purpose was to find out about the experiences of beginning teachers and then, based on the outcomes of this research, to change government policy, in particular teacher preparation and training policy. Much of the data collected through this joint research reinforces and augments other research dealing with the experiences of beginning teachers, and there's considerable agreement as to conclusions. Beginning teachers feel ill prepared for life in the classroom ? with most wanting more time spent on practicums as part of their courses. Far too many beginning teachers are already considering leaving the profession for greener pastures. Most chose teaching for altruistic reasons and a genuine belief that by working in this profession they can make a difference. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=164680
Record No: 164680 From EdResearch online
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| Keeping count of teacher trends.
| Harbutt, K. | 2007 |
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Title: Keeping count of teacher trends.
Author(s): Harbutt, K. |
Journal Details: Education Times v.15 n.2 p.10-11
Published: February 22, 2007
ISSN: 1323-5915
Abstract: Balancing the number of Victorian teachers with student demographics is an area of constant change, but the Victorian Teacher Supply and Demand Reference Group is looking and planning ahead. The Reference Group is made up of representatives from state and non-government schools, the Department of Education, education unions, as well as university deans. According to a new Department of Education report, projections show that over the next few years Victoria has the potential to produce around 630 more graduate primary school teachers each year than there are jobs. But the same report shows that in Victoria's secondary schools there could be 500 fewer graduate teachers than will be needed to fill vacancies by 2008 and a few years beyond. The Reference Group will have to balance this against an expected drop in enrolments in government primary schools in the years to 2010 and an increase in government secondary schools to 2009. When the expected teacher attrition rate - a rise from 4.5 per cent in 2006 to 5.2 per cent in 2009 - is then built into the equation the work of the Reference Group appears even more vital. It has also been effective in enabling a dialogue between the Department of Education and universities. The group works behind the scenes, cross-referencing its data, its personal stories and its intellectual property. Inside and outside of the programs that court and support teachers, the group is determined to get it right for Victorian schools. [Author abstract, ed]
URL (archived) : http://web.archive.org/web/http://www.eduweb.vic.gov.au/edulibrary/public/publ/distribut/EdTimes/edtimes-nws-vol15issue2.pdf
URL (conditional access) : https://library.acer.edu.au/document/?document_id=158949
Record No: 158949 From EdResearch online
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| Making it happen : shaping our profession for the future.
| Hay, L. | 2007 |
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Title: Making it happen : shaping our profession for the future.
Author(s): Hay, L. |
Journal Details: FYI : the Journal for the School Information Professional v.11 n.3 p.25-28,36
Published: Winter 2007
ISSN: 1328-8466
Abstract: Ever wondered what the profession of teacher-librarianship might look like in 20 years' time? While many teacher-librarians will be firmly settled into a life of recreation, family and retirement, will their investment in the teacher-librarianship profession for much of their working lives have paid dividends in terms of shaping and securing the future of the profession? According to the 2003 and 2005 MCEETYA reports on teacher supply and demand, a large percentage of Victoria's teaching workforce is likely to progressively retire over the next 10 years. Statistics of Australia's library labour market paint a similar picture. With the impending mass exodus of retirees across both sectors in Australia, training and recruitment initiatives to attract young people into these professions is urgently required. The author sets out some examples of pathways that people can take to become fully qualified teacher-librarians, based on what is offered at her university, Charles Sturt University, and other universities throughout Australia. These pathways include teachers becoming teacher-librarians, and librarians becoming teacher-librarians, as well as pathways for school leavers. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=167349
Record No: 167349 From EdResearch online
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| Styles of career decision-making.
| Bimrose, J.
Barnes, S-A. | 2007 |
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Title: Styles of career decision-making.
Author(s): Bimrose, J. | Barnes, S-A. |
Journal Details: Australian Journal of Career Development v.16 n.2 p.20-28
Published: Winter 2007
ISSN: 1038-4162
Abstract: Distinctive styles of client decision-making have emerged from case study research into the effectiveness of career guidance. This article explores some findings from the third year of a longitudinal study currently underway in England, which relate to the ways clients approach transition points in their careers and make the decisions that move them on. Data analysis reveals four career decision-making styles: evaluative, strategic, aspirational and opportunistic. Overall, it is evident that the choices and decisions made as individuals progress towards longer-term career destinations are multi-dimensional, complex, sometimes being implemented over an extended time frame and not always rational. For practice, implications of these findings include the need for practitioners to place less emphasis on planning for certainty and more tolerance of undecidedness. [Author abstract]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=160797
http://dx.doi.org/10.1177/103841620701600205
Record No: 160797 From EdResearch online
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| Will you stride, stroll, stumble or sprint?
| Flintham, A. | 2007 |
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Title: Will you stride, stroll, stumble or sprint?
Author(s): Flintham, A. |
Journal Details: Principal Matters n.70 p.6-7
Published: Autumn 2007
ISSN: 1322-2481
Abstract: The author discusses the four ways in which principals retire from their jobs before the usual retirement age. His research has identified four categories; the first three being the striders, the strollers, and the stumblers. In this article he focuses on a fourth category: the sprinters. These are members of an emerging post-modernist generation of school leaders, whose world view does not necessarily envisage linear career progression. These people see career development as a series of professional portfolios, constructed as appropriate to the multitude of settings in which they may find themselves. To these principals, permanence is an alien concept. However, this approach should not necessarily be seen as an invitation to a constantly revolving game of 'musical chairs' in appointing principals. What is surely unarguable, however, is the necessity for a recognition of the changing support and development needs of this post-modernist portfolio generation of principals, and a commitment by policymakers to support and uphold them. [Author abstract, ed]
URL (conditional access) : https://library.acer.edu.au/document/?document_id=160015
Record No: 160015 From EdResearch online
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| 'Arrogant conceit and impertinence' : John Metcalfe's secondment to the University of Sydney Library.
| Radford, N. A. | 2006 |
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Title: 'Arrogant conceit and impertinence' : John Metcalfe's secondment to the University of Sydney Library.
Author(s): Radford, N. A. |
Journal Details: Australian Academic and Research Libraries v.37 n.4 p.273-281
Published: December 2006
ISSN: 0004-8623
Abstract: In 1956-57 John Metcalfe was seconded from the Public Library of New South Wales to the University of Sydney to report on the needs of the University Library. This is a forgotten chapter in that Library's history, and a hitherto unexamined aspect of Metcalfe's career. Metcalfe was apparently manoeuvring to leave the Public Library, and expected to become the next university librarian, but his motives remain unclear. [Author abstract]
URL (open access) : https://web.archive.org/web/20130423184726/http://alia.org.au/publishing/aarl/37.4/radford.pdf
http://dx.doi.org/10.1080/00048623.2006.10755347
URL (conditional access) : http://dx.doi.org/10.1080/00048623.2006.10755347
Record No: 158406 From EdResearch online
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| Going all the way : a life history account focusing on a teacher's engagement with studies of Asia.
| Trevaskis, D. | 2006 |
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Title: Going all the way : a life history account focusing on a teacher's engagement with studies of Asia.
Author(s): Trevaskis, D. |
Journal Details: International Education Journal v.7 n.1 p.1-16
Published: March 2006
ISSN: 1443-1475
Abstract: What would prompt a primary school teacher in late career and from the Australian cultural mainstream to become interested in the societies and cultures of Asia and then to expand that interest into a personal and professional life focus? Through a life history approach, this paper recounts a teacher's journey from childhood, to becoming and working as a teacher, to initial inclusion in her late career of Asia-related aspects in her teaching and learning program, to extensive professional development in studies of Asia, culminating in a formal postgraduate study pathway. The teacher's story illustrates the complexity, the changing nature and uniqueness of individual teacher identity, thereby reinforcing Goodson's view of a teacher as 'an active agent making his or her own history'. The story also demonstrates the value of the life history approach in showing how personal and professional influences interact to determine how teachers think, what they value, and what they choose to do at any given time - including why they actively engage with particular professional learning programs. [Author abstract]
URL (open access) : https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/6783/7426
Record No: 152806 From EdResearch online
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