Second career teachers’ work socialization process in TVET:A mixed-method social network perspective

Bringing together insights from the domains of teacher induction and organizational studies, this study aims to analyze second career teachers’ (SCTs) work socialization into TVET by emphasizing the social dimension of this process, through a mixed-method social network approach. Results of whole school network visualizations, quantitative social network analysis, and interviews show that SCTs have much fewer interactions with colleagues than first career teachers and struggle to find their place within the school. This paper advocates the strengthening of professional networks in TVET schools and more opportunities for novice SCTs to become part of the social fabric of the school