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

The potential of career-change teachers to address teacher shortages has heightened significance postCOVID-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.& COPY; 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

Automated summary

The potential of career-change teachers to address teacher shortages has become more important post-COVID-19. This literature review summarizes research on the experiences and perceptions of career-change teachers (CCTs) to inform initial teacher education (ITE). Recent studies have focused on high/middle school CCTs and their contributions, teaching practices, and decisions to leave the profession. The findings highlight the strengths of CCTs and potential challenges that may affect teaching as a sustainable career. Recommendations include intentional support for career transition and teacher identity in ITE, considerations for CCTs' skills and knowledge development, and suggestions for further research.