The literature defines late-career teachers inconsistently, by age, experience or perceived expertise, with no coherent conceptualisation¶

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 studies, late-career teachers are defined inconsistently — by age, experience or perceived expertise — reflecting a lack of coherent conceptualisation of this group. → 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?

Systematic review of 12 peer-reviewed studies published between 2000 and 2024 on teachers aged 50 and above. The review reports "significant inconsistencies in how late-career teachers are defined" across the corpus, with no coherent conceptualisation.

"The findings revealed significant inconsistencies in how late-career teachers are defined, whether by age, experience or perceived expertise, highlighting the lack of a coherent conceptualisation for this group."

Discussion¶

Related Claims¶

• There is a notable gap in tailored professional learning interventions addressing late-career teachers' specific needs — related
• Professional learning for late-career teachers is operationalised in varied ways, from formal structured programmes to informal workplace-embedded practices — related