Abstract:

In recent years, the number of academics choosing teaching as a second career has significantly increased. They bring with them valuable experience from previous academic and occupational backgrounds. The aim of this research was to examine how teacher education programs should be designed to address the connection between the personal and professional assets they bring with them, and their future educational practice. The methodology approach is qualitative. Nine teachers participated in the study, all of them work as teachers in schools. An in-depth interview was conducted with each participant. Data analysis included two phases, in the first phase, the previous experiences and their implementation were identified, in the second phase they were classified through comparison and crystallizing into categories and subcategories.

The research findings indicate that academics bring from their previous experiences four main groups of assets that manifested in their education work
(1) Knowledge - diverse academic and professional knowledge and familiarity with digital systems,
(2) Skills - management, teamwork and learning skills,
(3) Resilience - experience in coping with stress and uncertainties, and
(4) Agency - willingness and readiness for action and change.

The implementation of these assets are manifested in:
(a) classroom teaching,
(b) leading innovation in schools,
(c) contemporary management methods, and the ability to cope with professional challenges.

Furthermore, it emerges that the participants discovered their assets' value on their own and there was almost no reference to it during their training period.

It is concluded in this study that the design of teacher education programs for academics who choose teaching as a second career requires taking into account the assets they bring with them, and considering their decision as a career development rather than simply a change of career.

Based on the study results, we suggest shaping the programs using the following principles:
- Mapping prior knowledge.
- Develop personalized curricula to transform assets into educational strengths.
- Provide diverse learning pathways guided by self-determined learning.
- Establish a 'Learning-On-Demand' center for tailored learning options.
- Design personal and professional educational perspectives, linking past experiences to teaching practice.
- Emphasize lifelong learning through continuous professional development.

These principles emphasize connecting prior knowledge with new learning, moving from traditional perception to identity-based teacher education.

Keywords:

Teacher education, Second career teachers, Personalized learning, Learning on demand.