Abstract
Global STEM teacher shortages have prompted research and policy aimed at recruiting priority groups including career changers to teaching. However, there remains a need for a deeper understanding of how career changers decide to become teachers, to inform strategies that may address the teacher shortage crisis more effectively. This research uses Margaret Archer's (2012) theories of reflexivity to explore 16 career changers' decisions to become secondary STEM teachers. Analysis of semi-structured interviews using Archer's reflexive modes (communicative, autonomous, meta-reflexive, fractured) illuminates how career changers arrive at their decisions to become STEM teachers. Our findings establish that career changers perceive STEM teaching as a profession that aligns with their ultimate concerns of family friendliness, advancement opportunities and positive social change. We identify that the decision to teach occurs through reflexive internal conversations that include discussions with close networks and teachers, self-reliant deliberations, critical self-questioning and questioning of others. We consider our findings in relation to international policy initiatives promoted to recruit career changers to the profession and suggest strategies for policymakers and stakeholders seeking to support career changers into STEM teaching careers.