Volume 3, Issue 2, June 2018, Page: 14-19
Teaching: An Approach to the Rebirth of a New Career
Hernando Lintag Bernal Jr, General Education Department, Far Eastern University-NRMF, Quezon City, Philippines
Patrociño Canuto de Vera II, Senior High School, Schools Division of Baguio City, Baguio City, Philippines
Nieves Tagulao Salazar, English Department, Division of City School, City of Pasig, Philippines
Received: Sep. 25, 2018;       Accepted: Oct. 24, 2018;       Published: Nov. 19, 2018
DOI: 10.11648/j.tecs.20180302.11      View  432      Downloads  69
Abstract
For the past decades, teaching as a second career was widely explored as a new career opportunity. This study aimed to examine the experiences of teachers who had a career shift from past careers to teaching in private and public schools and understand second career teachers who entered the teaching profession and how it is different from their previous career. The study made use of Phenomenological Study that explicates the meaning and lived experiences of second career teachers’ continuance in their calling. The data was gathered from ten participants through a semi-structured interview. Transcription of interviews, as well as coding, sought to identify emergent themes and areas for further research. The study provided insight into the phenomenon of why people decided to shift careers to become teachers, as well as shed different points in their respective careers. Second career shifters may have many experiences previously, however, teaching to students regardless of bachelor course may be considered as a witness that getting into teaching the second time does not always mean the secondary. It was found out that career shifter teachers really like teaching and did not have any clamour in terms of doing the present job they have.
Keywords
Career Shifter, Second Career, Teaching Profession
To cite this article
Hernando Lintag Bernal Jr, Patrociño Canuto de Vera II, Nieves Tagulao Salazar, Teaching: An Approach to the Rebirth of a New Career, Teacher Education and Curriculum Studies. Vol. 3, No. 2, 2018, pp. 14-19. doi: 10.11648/j.tecs.20180302.11
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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