This paper reports research into the experiences of 'elite' career-changers entering teaching, the challenges they face in the transition from high status expert in one field to novice in another, and the impact they have on teacher quality.

Research suggests that the ‘entry quality’ of recruits to teaching is a defining characteristic of ‘high-performing’ education systems (Barber & Mourshed 2007; OECD 2011), and teacher recruitment policies in many countries therefore focuses on attracting high quality individuals (Furlong 2005; Ball & Forzani 2009; OECD 2011).  However, research also suggests that in the UK and many school systems globally, urban schools serving socio-economically disadvantaged communities experience difficulty in attracting/retaining high-quality teachers (Darling-Hammond 2005; Ammermüller & Lauer 2009; Little 2010).  Teacher recruitment, therefore, is also an issue of equity and social justice.

In many countries, recruitment policy has focused on attracting not just high-quality graduates, but on career-changers, through a range of ‘fast-track’ programmes for ‘elite’ career-changers from other professions, and from private sector industry/business backgrounds.  Some (such as the Teaching Fellow Programmes in several US states) have focused on placing fast-tracked teachers into schools serving socio-economically disadvantaged communities. The picture is complicated by evidence that although entry quality is a factor in effectiveness of such initiatives, the quality of teacher education, whether an ‘alternative’ or a ‘traditional’ certificated route, is more significant (Darling-Hammond 2009).

The rationale presented for this policy is that ‘elite’ career-changers’ skills/experience mean they will have a significant impact on overall teacher quality (Freedman 2008; Tigchelaar et al 2010).However, although some studies (Mayotte 2003; Haggard et al. 2006, Anthony & Ord 2008) have suggested mature entrants may bring ‘transferable capacities’ to teaching, there is no compelling evidence about the impact on teacher effectiveness either of alternative routes into teaching, or of career-changers entering into the professional; this is in part because of the lack of quantitative data in most national school systems regarding career-changers entering teaching.  This study (funded by Leverhulme Trust and building on a small-scale study presented at ECER2012) attempts to provide data at a national level in the UK of the numbers of career-changers entering initial teacher education (ITE) and their relative success rate (retention and attainment).  It also examines career-changers' experiences of ITE and early years of teaching, and seek the views of teacher educators and school principals employing career-changers. 

The study draws upon four strands of literature (teacher induction and professional development; teacher identity/values; leadership culture; performative school systems) to discuss how the importance of ‘self-efficacy’ in developing stable teacher identity (Day 2010).  It discusses the challenges of maintaining this in a profession characterised by intensive accountability constraints (Hargreaves 2000; Ball 2003; Apple 2005), and explores how performative policy/practice might be countered in an environment of collegial, inquiry-oriented professionalism (Sachs 2003). This study also draws upon literature highlighting how effective school leadership can promote a ‘professional learning culture’ collaborative professionalism (Hord 1997, Katzenmeyer & Moller 2009), and the impact this has on beginning teachers’ motivation and self-efficacy (Day & Gu 2010). 

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