Professional Development of Late Career Teachers: a Systematic Literature Review
(2021) ICO International Spring School — Location: Online (16.March.2022)
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- Abstract
- In the context of recent pension reforms and extension of the retirement age, this mixed methods systematic literature review focuses on late-career teachers’ professional development, analyzing 29 articles selected from peer-reviewed journals and published between 2000 and 2020. This study aims to define the final phase in a teacher’s career and to identify the reported contextual and personal resources regarding late-career teachers’ professional development, using the JD-R model as a framework. Findings indicate that late-career teachers are not clearly identified and that the literature operationalizes professional development in different ways, which creates conceptual confusion. In addition, limitations are discussed and recommendations for research and practice are given, particularly in regard to mentoring and support for late-career teachers.
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Citations
Brouhier, Q., Raemdonck, I., März, V., & et al. (2021). Professional Development of Late Career Teachers: a Systematic Literature Review. ICO International Spring School, Online. https://hdl.handle.net/2078.5/23563