{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/4208"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/4208","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Second-Career Adults: Issues Encountered in Teacher Education Programs","abstract":"The purpose of this case study was to gain an in-depth understanding of the experiences of 3 second-career males prior to and during their participation in teacher education programs. Case study research techniques were used to elicit data from 3 participants who had completed teacher education programs and were actively teaching in various capacities in Ontario. Data were collected through an email questionnaire, 2 open-ended, one-on-one interviews, and the researcher's field notes and reflections of the interview process. These data were coded, analyzed for emerging trends, collated, and presented as a series of findings. The study revealed that these 3 second-career males transitioning into teacher education programs encountered a number of difficulties, some of which are a result of the way program providers structure their recruitment processes and present their curricula. Findings indicated that the second-career males in this study appeared to be inadequately prepared to work in a female-dominated profession. The study also found incompatibilities between associate teachers and these second-career candidates during practice teaching sessions. The findings and implications are of interest to teacher educators, school boards, teacher federations, and prospective adult candidates that may be considering teaching as an alternative second career.","abstract_html":"The purpose of this case study was to gain an in-depth understanding of the experiences of 3 second-career males prior to and during their participation in teacher education programs. Case study research techniques were used to elicit data from 3 participants who had completed teacher education programs and were actively teaching in various capacities in Ontario. Data were collected through an email questionnaire, 2 open-ended, one-on-one interviews, and the researcher's field notes and reflections of the interview process. These data were coded, analyzed for emerging trends, collated, and presented as a series of findings. The study revealed that these 3 second-career males transitioning into teacher education programs encountered a number of difficulties, some of which are a result of the way program providers structure their recruitment processes and present their curricula. Findings indicated that the second-career males in this study appeared to be inadequately prepared to work in a female-dominated profession. The study also found incompatibilities between associate teachers and these second-career candidates during practice teaching sessions. The findings and implications are of interest to teacher educators, school boards, teacher federations, and prospective adult candidates that may be considering teaching as an alternative second career.","abstract_has_math":false,"creators":["Gadoua, John J."],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-02-25","date_published":"2013-02-25","updated_at":"2026-07-24T01:22:58Z","subjects":["Discrimination in education -- Ontario","Teachers -- Recruiting -- Ontario","Male teachers -- Training of -- Ontario"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/4208","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Gadoua, John J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-02-25T19:30:56Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-02-25T19:30:56Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-02-25"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Discrimination in education -- Ontario","Teachers -- Recruiting -- Ontario","Male teachers -- Training of -- Ontario"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/4208"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this case study was to gain an in-depth understanding of the experiences of 3 second-career males prior to and during their participation in teacher education programs. Case study research techniques were used to elicit data from 3 participants who had completed teacher education programs and were actively teaching in various capacities in Ontario. Data were collected through an email questionnaire, 2 open-ended, one-on-one interviews, and the researcher's field notes and reflections of the interview process. These data were coded, analyzed for emerging trends, collated, and presented as a series of findings. The study revealed that these 3 second-career males transitioning into teacher education programs encountered a number of difficulties, some of which are a result of the way program providers structure their recruitment processes and present their curricula. Findings indicated that the second-career males in this study appeared to be inadequately prepared to work in a female-dominated profession. The study also found incompatibilities between associate teachers and these second-career candidates during practice teaching sessions. The findings and implications are of interest to teacher educators, school boards, teacher federations, and prospective adult candidates that may be considering teaching as an alternative second career."]},{"key":"dc:title","label":"Title","values":["Second-Career Adults: Issues Encountered in Teacher Education Programs"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Gadoua, John J."],"dc:date.accessioned":["2013-02-25T19:30:56Z"],"dc:date.available":["2013-02-25T19:30:56Z"],"dc:date.issued":["2013-02-25"],"dc:description.abstract":["The purpose of this case study was to gain an in-depth understanding of the experiences of 3 second-career males prior to and during their participation in teacher education programs. Case study research techniques were used to elicit data from 3 participants who had completed teacher education programs and were actively teaching in various capacities in Ontario. Data were collected through an email questionnaire, 2 open-ended, one-on-one interviews, and the researcher's field notes and reflections of the interview process. These data were coded, analyzed for emerging trends, collated, and presented as a series of findings. The study revealed that these 3 second-career males transitioning into teacher education programs encountered a number of difficulties, some of which are a result of the way program providers structure their recruitment processes and present their curricula. Findings indicated that the second-career males in this study appeared to be inadequately prepared to work in a female-dominated profession. The study also found incompatibilities between associate teachers and these second-career candidates during practice teaching sessions. The findings and implications are of interest to teacher educators, school boards, teacher federations, and prospective adult candidates that may be considering teaching as an alternative second career."],"dc:identifier.uri":["http://hdl.handle.net/10464/4208"],"dc:subject":["Discrimination in education -- Ontario","Teachers -- Recruiting -- Ontario","Male teachers -- Training of -- Ontario"],"dc:title":["Second-Career Adults: Issues Encountered in Teacher Education Programs"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:22:58Z"}