A scoping review of factors that influence career changers’ motivations and decisions when considering teaching

Erin Siostrom; Reece Mills; Terri Bourke

doi:10.1080/13540602.2023.2208051

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A scoping review of factors that influence career changers’ motivations and decisions when considering teaching

Journal article

Open access

Peer reviewed

A scoping review of factors that influence career changers’ motivations and decisions when considering teaching

Erin Siostrom, Reece Mills and Terri Bourke

Teachers and Teaching, Vol.29(7-8), pp.850-869

2023

DOI: https://doi.org/10.1080/13540602.2023.2208051

Appears in UniSC Diversity and Inclusion Research Collection

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Abstract

Teacher education and professional development of educators

Science, technology and engineering curriculum and pedagogy

teacher education

career change

motivation

scoping review

STEM

pre-service

teacher

UniSC Diversity Area - Life Stages

Ongoing shortages of quality teachers has prompted policy interest into career changers as potential solutions. Although Initial Teacher Education (ITE) comprises one-third career changers, little is known about this group. This paper presents a scoping review of career changers’ motivations/decisions to choose teaching as a career. Themes from inductive thematic analysis are deductively synthesised using Margaret Archer’s theories on emergent properties. Knowledge of the profession, time, and career conditions enabled decisions to teach, while the status of teaching, beliefs about teaching, and money could enable but often constrained. Recommendations are suggested for attracting quality career changers into teaching; these include further research, increased flexibility in ITE, teaching taster pathways, and raising respect for the profession.

Details

Title: A scoping review of factors that influence career changers’ motivations and decisions when considering teaching
Authors: Erin Siostrom (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
Reece Mills (Author) - Queensland University of Technology
Terri Bourke (Author) - Queensland University of Technology
Publication details: Teachers and Teaching, Vol.29(7-8), pp.850-869
Publisher: Routledge
Date published: 2023
DOI: 10.1080/13540602.2023.2208051
ISSN: 1470-1278
Organisation Unit: School of Education and Tertiary Access; STEM in Education Research Theme
Language: English
Record Identifier: 99720398902621
Output Type: Journal article

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Collaboration types: Domestic collaboration
Web Of Science research areas: Education & Educational Research

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