Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England

Abstract

This study explores the provision of a school-based initial teacher training programme in England, focusing on the perspectives of trainee science teachers who have transitioned from other professions into teaching. Data was gathered through questionnaires, on-site observations of training activities, and individual semi-structured interviews. The results of a thematic analysis shed light on various pedagogical approaches within the programme that were recognised as effective in reshaping participants’ teaching orientations and developing student-centred pedagogies. These approaches include experiential learning, modelled activities and the exchange of experiences. Participants also highlighted areas with room for improvement, particularly in enhancing the provision of constructive feedback and guided lesson planning. The study has implications for practical applications aimed at enhancing pedagogy within education programmes, to better facilitate the transition of career-change teachers into the teaching profession.