Teaching While Learning: Challenges and Opportunities for Pre-Service Teachers in Addressing Australia’s Teaching Workforce Shortage

This study examines the experiences of pre-service teachers (PSTs) participating in Australian state-and-territory-specific programs that address teacher workforce shortages in Australia. Using a multi-methods approach, data from surveys and interviews are used to explore the impact of these programs on PSTs’ academic outcomes, professional learning, and well-being. Situated learning theory underpins the analysis, emphasising communities of practice, legitimate peripheral participation, and self-identity development. The findings reveal significant benefits such as accelerated career growth, enhanced confidence, and the integration of theory and practice. Enablers include school mentorship, university flexibility, and financial compensation inclusive of paid teaching programs. However, challenges persist, including emotional and workload pressures, inconsistent mentorship, and ambiguous application processes. This study recommends improving policy implementation and support structures, advocating for streamlined application processes, strategic workload management, and enhanced mentorship. These findings could contribute to understanding the competing demands of PSTs and inform policy improvements for future educators.