Austria is facing an educational crisis since there has been an increasing teacher shortage, especially in STEM subjects. The reasons for this teacher shortage crisis are multifaceted, including a retirement wave, an increase in teacher turnover and students not completing their teacher training programme (BMBWF, 2024). In order to counteract this shortage, the government has decided to offer teaching positions to career changers—that is, people from other professions who wish to pursue a career in teaching.

Career changers in science, technology, engineering or maths subjects are typically professionals with prior work experience in a STEM area (Cuddapah & Stanford, 2015) before they transitioned into teaching. They can be characterised by bringing more work and life experience (Anderson et al., 2014) compared to “traditional” teachers with a university teaching degree. While the aim of recruiting career changers is not only to ensure there are enough STEM teachers in the classroom, the intention is also aimed to attract “professionals or top science graduates” (Watters & Diezmann, 2015, p.164) for these positions. However, as career changers do not have a teaching degree, they must also complete a credentials course consisting of pedagogical and legal topics alongside their teaching responsibilities (BMBWF 2024). Career changers occupy a significant position within the Austrian educational system. Even though they do not have a teaching degree (yet), their number in appointed teaching positions has increased in school year 2023/24 from from 5.5% to 8.4% (Schnider & Braunsteiner, 2024). The significant rise in hired career changers thus highlights their essential part in the teacher shortage crisis.

Existing research has demonstrated that the transition process from one work environment into teaching can pose significant challenges for the development of a professional identity (Day 2012; Monereo, 2022). Therefore, this study seeks to address the research question: “What professional role do career changers have at school at a time of an educational crisis?” Gaining an answer to this question is essential for evaluating their compatibility with the teaching profession and their capacity to develop a sense of professional identification. Furthermore, it is essential to examine career changers’ intentions regarding their long-term commitment to the teaching profession or the possibility of pursuing another career path. The concept of professional identity plays a central role in understanding how individuals perceive themselves as part of a profession and how they establish a sense of belonging and identification with it.  

However, since the concept of identity is complex, it requires further elaboration. It includes notions such as “teacher identity”, “professional identity” and “science teacher identity”. They share certain characteristics, for example that any form of identity should be regarded as a process that is subject to change (Beijaard et al., 2004; Pillen et al., 2013). The continuous (Ruohotie-Lyhty, 2013) and fluid (Avraamidou, 2014) aspect are additional characteristics. However, since this paper focuses on the professional role of career changers at schools, the notion of “professional identity” was decided to be the most suitable one as it is a general term that helps avoid assumptions whether career changers are perceived as teachers or science teachers (which might be the case with the notions of “teacher identity” and “science teacher identity”). 

This study used a social constructionist research approach where meaning is derived from social exchanges (Gergen, 2001). The social constructionist approach is well-suited for investigating professional identity formation processes since “cognitive processes and the social milieu” (Gergen, 2001, p.123) are both considered. Inductive reflexive thematic analysis (TA) (Braun and Clarke 2006) was used for data analysis as it allowed for theoretical flexibility and compatibility with an inductive approach (Braun and Clarke 2022). In TA, the role of the researcher has to be carefully reflected since “reflexive research treats knowledge as situated, and is inevitably and inescapably shaped by the processes and practices of knowledge production, including the practices of the researcher” (Braun and Clarke 2022, p.12). Thus, the researchers are “a situated, insight-bringing, integral component of the analysis” (Braun and Clarke 2022, p. 10). The initial codes from the analysis were further developed into three themes: (1) atypical teachers, (2) overwhelmed professionals, and (3) student teachers. All of these themes were cross-checked with one external coder. Seven career changers in STEM subjects participated in two rounds of semi-structured interviews over a period of six months (June 2024 - December 2024). The interviews were conducted either in person or online based on participants’ preferences. The first interviews were conducted at the end of the summer term of the 2023/24 school year, and the second ones during the winter term of the 2024/25 school year. Each interview lasted approximately 45 minutes, aiming to understand the STEM career changers’ professional role in their new profession. The first round of interviews explored participants’ professional backgrounds and reasons for their career change, including: • Why did you choose the teaching profession? • How did you experience the transition from your previous profession to your new one? The second interview focused specifically on professional identity (development) and interviewees were asked about the challenges and expectations of the teaching profession. • What do you say when you are asked what you do for a living? • What roles do you have in a lesson? • How do you perceive yourself when you teach?

In the current teacher shortage crisis, recruiting career changers is vital to addressing the demand for STEM teachers in Austrian classrooms. However, their roles differ significantly from those of traditionally trained teachers, as career changers often struggle to fully identify with the teaching profession, despite their initial high levels of motivation. At the time of the interviews, the seven career changers were still transitioning into their new profession. They perceived themselves as atypical teachers due to their prior work and life experience in STEM fields, which contrasted with colleagues who entered the profession directly after completing a teaching degree. For some, their professional identification remained closely connected to their previous careers, where they had amassed significant work experience over several years. This aligns with Grier and Johnston’s findings (2012). Career changers experienced significant challenges during in their transition, including managing student behaviour, handling administrative responsibilities, and mastering classroom management. These difficulties often led to feelings of overwhelm, particularly as they were required to undertake pedagogical training while already teaching. Many reported lacking sufficient pedagogical knowledge to address behaviour issues or implement effective classroom management strategies. Furthermore, career changers perceived themselves as student teachers due to the junior roles they assumed among their colleagues. While receiving guidance and support from mentors and peers, their junior roles reflected a fragile professional identity. However, establishing a clear identification with the profession is necessary for developing a strong professional identity (Monereo, 2022). Nevertheless, unlike Grier and Johnston’s findings (2012), the career changers did not perceive their junior roles negatively. In summary, career changers can be characterised as transitioning professionals navigating three distinct roles: atypical teachers, overwhelmed professionals, and student teachers. Sustained support systems and professional guidance are essential to help them develop a robust professional identity and successfully integrate into the teaching profession.

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