What can teacher educators learn from career-change teachers’ perceptions and experiences: A systematic literature review.

Abstract

The potential of career-change teachers to address teacher shortages has heightened significance post-COVID-19. This systematic literature review synthesises research about career-change teachers' (CCTs') experiences and perceptions, to inform initial teacher education (ITE). A recent proliferation of studies of high/middle school CCTs especially relate to what CCTs bring, CCTs' teaching practice, and decisions to leave the profession. Findings highlight CCTs' strengths and points of dissonance that might threaten teaching as a sustainable career. Recommendations relate to ways that ITE can intentionally support career transition and teacher identity, considerations for CCTs’ skills and knowledge development, and suggestions for further research.