Filling the void: Implications for pre-service teachers, initial teacher education providers and the teaching profession

The recent introduction of various state policies designed to address the shortage of fully qualified teachers available to teach in schools, particularly in regional and rural areas, has resulted in the employment of pre-service teachers (PSTs) to fill teaching vacancies prior to their education degree completion. Our research investigated 1) the experiences and outcomes of PSTs undertaking a teaching role while trying to complete their education degrees; 2) the experiences and outcomes for Initial Teacher Education (ITE) providers in supporting the PSTs to complete their qualifications, successfully; 3) the experiences and outcomes of employers in supporting the PSTs, and 4) potential implications for policy development and the profession in general. A total of 126 PSTs completed a survey about their experiences and shared recommendations for employers and ITE providers; additionally, 26 PSTs, 23 ITE providers, and 21 employers were interviewed about their experiences and recommendations, approved through Human Resources Ethics Committees and permission from the interview participants, themselves. Findings from both data sources included a call for greater communication between all stakeholders, the need for skilled mentoring for the PSTs and a greater understanding of the shifting professional identity of the PSTs. Positive outcomes for PSTs included successful pathways to graduate teaching positions and heightened confidence in transitioning to a full-time teaching career.