In this study, we present and evaluate a way to profile second career teachers in technical and vocational education and training schools that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics, and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.

在这项研究中，我们提出并评估了一种超越传统激励方法的技术和职业教育与培训学校中的第二职业教师简介的方法。更具体地说，通过考虑与入职相关的多个变量（入职动机，职业适应性和先前的工作满意度）。在混合方法设计的基础上进行的分析（262名潜在的和在职的第二职业教师进行潜在特征分析，7名在职的教师进行多案例研究）揭示了三种具有各自特点的特征，并预测了不同层次的意识教学效果。这项研究证实了第二职业教师群体的异质性，并引起了对他们进入教学的影响的思考。