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Research rationale and study protocol: Design principles for ITE programs that cater for career changers
Journal article   Open access   Peer reviewed

Research rationale and study protocol: Design principles for ITE programs that cater for career changers

Wayne Cotton, Susan Ledger, William Letts, Maria Karimullah, Belinda Davis, Janet Dutton, David Roy, Melanie Sugumaran and Kim Wilson
Issues in educational research, Vol.35(3), pp.923-946
22/09/2025
Appears in  Recent Faculty of Education Publications
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Abstract

Teacher shortages in schools are a global issue. One solution to this problem, offered in Australian policy, is the notion of the career change teacher (White et al., 2024). Our article outlines a mixed-methods research protocol designed to develop and refine initial design principles for initial teacher education (ITE) programs that specifically address the needs of career changers. The study includes a systematic literature review to identify key enablers and impediments for career-changing teachers. Additionally, semi-structured interviews, focus group discussions, and surveys will be conducted with key stakeholders. Data collected through these methods will be analysed using template and quantitative analysis techniques. The findings from this research are expected to inform the development of evidence-based design principles for ITE programs, facilitating the effective transition of career changers into the teaching profession. These principles aim to address the unique needs and challenges of career change teacher students, supporting their professional development and contributing to specific improvements within ITE programs.

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