Understanding professional identity development of second-career teachers: A longitudinal study

This study examines the professional identity development of second-career teachers (SCTs), aiming to reduce dropout rates by identifying risks and stagnations. 24 SCTs were followed over 2.5 years, focusing on their personal characteristics, knowledge and skills, motives and ideals, and their perceptions of the school and educational context. Findings reveal that SCTs' identity development is a unique process. Mapping relevant components for each SCT makes this development tangible and easier to guide while respecting SCTs' diversity. Recognition from the professional community strongly supports SCTs' identity development and plays an important role in SCTs’ transition into teaching. • SCTs follow unique paths in their professional identity development. • Recognition from the school community supports SCTs' identity development. • SCTs vary in connection to teaching and the school and educational context. • Five subgroups are: connected, recognized, critical transitioners, doubters, dropouts. • Mapping identity components reveals potential frictions in SCTs' development.