There is a notable gap in tailored professional learning interventions addressing late-career teachers' specific needs¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the reviewed literature, the review highlights a notable gap in tailored interventions addressing late-career teachers' specific needs. → Brouhier 2026

Evidence¶

Brouhier 2026¶

Brouhier, Q., Raemdonck, I., & März, V. (2026). Professional Learning of Late-career Teachers: A Systematic Literature Review. Educational Research Review, 50, 100757. https://doi.org/10.1016/j.edurev.2025.100757

q2 · i? · review · r?

In its synthesis of 12 peer-reviewed studies on teachers aged 50 and above, the review reports that tailored interventions addressing late-career teachers' specific needs are notably absent from the literature.

"It highlights a notable gap in tailored interventions addressing their specific needs."

Discussion¶

Related Claims¶

• The literature defines late-career teachers inconsistently, by age, experience or perceived expertise, with no coherent conceptualisation — related
• Professional learning for late-career teachers is operationalised in varied ways, from formal structured programmes to informal workplace-embedded practices — related
• Late-career teachers prefer socially embedded and collaborative learning opportunities such as mentoring, dialogue and reflective practice — related
• Mentoring of late-career teachers is typically treated as a one-way relationship in which only the mentee learns, not a shared learning experience — related