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The affordances and constraints of the Turn to Teaching (TTT) program: Strategies to strengthen the effectiveness of mid-career change teacher preparation
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The affordances and constraints of the Turn to Teaching (TTT) program: Strategies to strengthen the effectiveness of mid-career change teacher preparation

Loraine McKay, Eunjae Park, Senka Henderson, Mallihai Tambyah, Renee Morrison, Lana McCarthy and Wendy Boyd
Griffith University
2026
DOI: https://doi.org/10.25904/1912/5899
Handle: https://hdl.handle.net/10072/440886
Appears in  NTRO Research Collection
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Research Statement (supplemental) Open Access CCBY-NC-ND_V2.5

Abstract

Turn to Teaching (TTT) is an employment based initial teacher education pathway delivered in partnership with the Queensland Department of Education. It is designed to strengthen teacher supply while maintaining a strong focus on classroom readiness and teaching quality. The program is designed with the understanding that learning to become a teacher is complex and requires input from schools and universities. Aligned with Strong Beginnings workforce priorities, the program attracts midcareer professionals and industry experienced graduates into teaching, particularly in priority subjects and locations. Participants are employed part time in schools in the second year of their two- year degree. While completing their teaching qualification, the TTT program enables participants to integrate theory and practice and build professional capability in authentic school contexts. This report presents findings of an investigation into the Turn-To-Teaching internship program (TTT) offering evidence-informed strategies for improving employment based pathways (EBP) and supporting university, school and industry collaboration. Research Background TTT is a government initiative assisting degree qualified individuals to transition to teaching, and incorporates a postgraduate initial-teacher-education (ITE) degree and an internship at a Queensland school. Our report presents findings from 18-months of Horizon Grant supported research into the TTT and how the program prepares graduates. Extended periods of in-school experience (Chu, 2022) and ongoing reflection (Marshall et al., 2021), like offered in the TTT, has elsewhere been found to assist new teachers, but the extant literature has gaps (e.g., limited attention to workplace dynamics and little longitudinal development). This is also the first program of its kind in Queensland. Research Contribution We conceptually map the affordances and constraints across six newly-specified dimensions of this EBP: systemic, operational, social, emotional, cultural, and pedagogical dimensions. Implications for ITE providers, TTT interns, as well as schools and Education Departments are also identified. Finally, the report proposes eight research-informed principles and practices for supporting interns in other EBPs. Research Significance These contributions can firstly assist the 206 schools in the TTT, adding previously un-investigated context to a $20 million initiative addressing teacher supply challenges. Our research was made possible through competitive funding from a Queensland Department of Education’s Horizon grant of $98,027, in a (2024) round with just 14 successful projects. Findings can also inform larger national (Australian Department of Education, 2026) and international EBPs, with 21 countries recently identifying ‘diverse pathways to teaching’ as a policy area of high importance (Schweickert & Torres, 2026).

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