Abstract
This concluding chapter discusses recommendations for various stakeholders in the teaching profession, with an emphasis on practical strategies that can be implemented to attract, value and retain career changers. Based on previous research by the authors, the chapter points to the attributes that career changers are likely to bring to their pre-service studies and to their schools. While career changers are likely to bring maturity, resilience and a strong work ethic to their classrooms and beyond, we note that there are also likely to be less compliant than their school-leaver counterparts. Though this may be unsettling for schools, we contend that this cohort of teachers offers the greatest scope for grassroots change in schools, particularly in a climate of increasing regulation and compliance. The chapter and the book ends with hope and optimism for the future workforce and the contributions of career changers towards achieving that hope.
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Notes
- 1.
Varadharajan, M., Carter, D., Buchanan, J., & Schuck, S. (2016). Understanding career change student teachers in teacher education programs. A report published for Australian Teacher Education Association (ATEA).
- 2.
See Chap. 7 for additional recommendations relating to professional experience.
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Varadharajan, M., Buchanan, J. (2021). Can Career Changers Be Game Changers in Classrooms?: Recommendations and Implications for the Profession. In: Career Change Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-16-6038-2_11
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