Transition into teaching: examining the pedagogical content knowledge (PCK) development of pre-service STEM career-change teachers

Teachers must draw upon their pedagogical content knowledge (PCK) to effectively teach their disciplinary content. While there are abundant studies on teachers’ PCK, those focused on career-change teachers are limited. This study examines the PCK development of pre-service STEM career-change teachers, an increasingly prominent group of teachers recruited to fill teacher shortages in STEM-related subjects in many education systems worldwide. Using a self-reflection questionnaire and a semi-structured interview, this study examines the PCK development of seven STEM career-change teachers in Australia in the context of teaching placement. Findings indicate that the work experiences of STEM career-change teachers positively influenced their teaching orientations and shaped their knowledge of the curriculum and instructional strategies. However, their PCK development is impeded by their limited understanding of the learners and assessments. The study also revealed the relationship tensions between pre-service career-change teachers and their mentors, which impacted PCK development. These findings highlighted the need to reconceptualise teacher education programmes for career-change teachers to harness their diverse experiences better and address specific learning needs. It is also critical to re-examine the teaching placement model to address career-change teachers’ unique personal and professional considerations. This study contributes to the limited yet essential research on career-change teachers’ PCK development.