Navigating and negotiating: Career changers in teacher education programmes

Varadharajan, M; Buchanan, J; Schuck, S

Navigating and negotiating: Career changers in teacher education programmes

Varadharajan, M

Buchanan, J

Schuck, S

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Publication Type:: Journal Article
Citation:: Asia-Pacific Journal of Teacher Education, 2019
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Varadharajan, M https://orcid.org/0000-0002-3968-090X	en_US
dc.contributor.author	Buchanan, J https://orcid.org/0000-0001-6454-2296	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.date.available	2021-03-22T18:02:01Z
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Asia-Pacific Journal of Teacher Education, 2019	en_US
dc.identifier.issn	1359-866X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/136322
dc.description.abstract	© 2019, © 2019 Australian Teacher Education Association. Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. We advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.	en_US
dc.relation.ispartof	Asia-Pacific Journal of Teacher Education	en_US
dc.relation.isbasedon	10.1080/1359866X.2019.1669136	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject.classification	Education	en_US
dc.title	Navigating and negotiating: Career changers in teacher education programmes	en_US
dc.type	Journal Article
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© 2019, © 2019 Australian Teacher Education Association. Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. We advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.

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http://hdl.handle.net/10453/136322