What opportunities would a set of diverse career profiles offer for long-term development of education systems?
Evidence suggests that people choose the teaching profession predominantly because they want to contribute to society and help young people succeed in life. For some aspiring teachers, the path into Initial Teacher Education (ITE) is straightforward, while for others, it can be less clear. One of the project goals is to analyse the different routes available for students to become teachers.
However, future teachers are not only those entering the profession straight from their studies. Increasingly, individuals from other industries are making the transition to teaching, often fulfilling long-held dreams of doing something meaningful and challenging. Yet, shifting into teaching later in life comes with challenges. The project also attempts to identify and map the different possibilities for people to train as teachers later in life as second-career teachers (SCTs).
How could diverse career paths support teachers at different stages of their careers and lives and how can we better align teaching work with changing views in society on attractive working life?
People increasingly seek different things in their career and personal lives. No profession is linear in terms of development, and neither is teaching. But teaching is not always recognised as a profession that can support a diverse career path, nor as a profession that is particularly known for its positive work/ life balance.
How can teaching become a profession that supports flexibility, growth, and long-term career satisfaction? The project also aims to better understand the various career paths teachers take at different stages of their professional and personal lives.
And how would education systems need to change?
Expanding opportunities, improving work-life balance, and creating career diversity in teaching requires more than a look on those who choose the profession. Education systems, schools and other institutions play a crucial role in shaping the pathways and possibilities available to teachers.
The project therefore analyses how education systems can develop positive, powerful workforce strategies and structural changes that can create a stronger, more sustainable teacher workforce.
How can we make the most of the collective strength of a diverse team of professionals within schools?
Research, including OECD’s TALIS and PISA projects have identified the value of teaching as a collective – and connective – profession. Teachers together with other professionals in the educational ecosystem are involved in creating a nurturing and healthy environment for children and young people. The project sets out to explore the possible advantages of looking at a diverse team of professionals within schools, where children and young people, but also the professionals themselves, can thrive.
Where do we go from here?
Finally the project seeks to connect the trends of diverse career pathways and new professionalism – marked by more flexible careers, changing work patterns, an increased focus on well-being – with modern day demands on schooling and innovative approaches to education. How might these shifts influence teaching practices, student outcomes, and the broader educational ecosystem? offering insights to inform policy development and systemic support. Through exploring case studies and policy insights, the project aims to inform strategies for recruitment, professional development, and school innovation.
