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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Supporting career-change teachers: developing resilience and identity
Educational research, Vol.67(2), pp.135-151
2025
Appears in Recent Faculty of Education Publications
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Abstract
Background: Globally, there is a recognised shortage of qualified teachers. One policy response, pursued in several countries, is to encourage individuals from other professions to move into teaching. Understanding their experiences and the bespoke support they consider important in building resilience and professional identity is an important step in recruiting, training and, ultimately retaining, this group of teachers.
Purpose: This study aimed to examine the challenges career-change teachers face during their early years in teaching and to identify the types of support they need. It posed two research questions: 1) What challenges do career-change teachers experience as they transition from their previous role to teaching? and 2) What support do career-change teachers require to enable them to make a smooth transition from their previous career into teaching?
Method: Ten career-change teachers enrolled in one employment-based initial teacher education programme in Australia, were interviewed at three timepoints during their first two years of teaching. Using a teacher resilience framework, the interviews explored their challenges, the support required for their transition, and how their perspectives evolved.
Findings: There was a shift in participants' perspectives over the course of the study. Initially, their concerns centred on teaching content and behaviour management. Over time, their reflections expanded to include their teaching role, the culture of the schools they were based in, professional learning, capability to handle adversities, and the development of their professional identity. Factors such as supportive policies, positive school culture, strong relationships with staff and students, and a growing awareness of their evolving professional identity emerged as integral to fostering resilience.
Conclusion: The complex process of transitioning from a previous professional identity into the teaching profession has implications for career-change teachers. Institutions and schools may wish to prioritise supportive policies, cultivate positive school cultures, and provide opportunities for professional learning to nurture the resilience of career-change teachers.
Details
- Title
- Supporting career-change teachers: developing resilience and identity
- Creators
- Merryn Dawborn-Gundlach - The University of MelbourneBabak Dadvand - La Trobe UniversityJan van Driel - The University of MelbourneChris Speldewinde - Deakin University (Australia, Geelong)
- Publication Details
- Educational research, Vol.67(2), pp.135-151
- Publisher
- Routledge
- Number of pages
- 17
- Grant note
- This research was funded by an internal grant from the Melbourne Graduate School of Education (Now known as the Faculty of Education) at the University of Melbourne. It is called a ‘Seed Grant’ of AUD 20000 and was to be used from June 2021 to June 2022.
- Identifiers
- 991013345421702368
- Copyright
- © 2025 The Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article