Initial Teacher Education: Addressing the Needs and Perceived Challenges of First- and Second-Career Pre-Service Teachers

Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challenges that pre-service teachers articulate during this phase therefore provides critical insight into how teacher education functions as a space of learning and belonging. Despite this, empirical research addressing this issue remains limited. Accordingly, the present study sought to address this gap by exploring the differences in the needs and challenges of first- and second-career pre-service teachers. Analysis of qualitative data collected from 123 Australian first- and second-career pre-service teachers revealed that both groups identified a strong need for more authentic, practice-based learning and sustained mentorship to bridge the persistent gap between theory and classroom practice. Despite shared concerns around behaviour management, assessment, and wellbeing, second-career entrants emphasised challenges related to transferring prior professional identities, navigating school cultures, and balancing study with family and financial responsibilities. These findings highlight the importance of differentiated, career-responsive approaches in initial teacher education that recognise diverse life experiences as central to professional learning and teacher identity formation.