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Rethinking recruitment: Using reflexivity to understand career changers' decisions to become STEM teachers

Erin Siostrom et al.

British Educational Research Journal2026https://doi.org/10.1002/berj.70079article
AJG 2
Weight
0.50

What the paper says

Global STEM teacher shortages have prompted research and policy aimed at recruiting priority groups including career changers to teaching. However, there remains a need for a deeper understanding of how career changers decide to become teachers, to inform strategies that may address the teacher shortage crisis more effectively. This research uses Margaret Archer's (2012) theories of reflexivity to explore 16 career changers' decisions to become secondary STEM teachers. Analysis of semi‐structured interviews using Archer's reflexive modes (communicative, autonomous, meta‐reflexive, fractured) illuminates how career changers arrive at their decisions to become STEM teachers. Our findings establish that career changers perceive STEM teaching as a profession that aligns with their ultimate concerns of family friendliness, advancement opportunities and positive social change. We identify that the decision to teach occurs through reflexive internal conversations that include discussions with close networks and teachers, self‐reliant deliberations, critical self‐questioning and questioning of others. We consider our findings in relation to international policy initiatives promoted to recruit career changers to the profession and suggest strategies for policymakers and stakeholders seeking to support career changers into STEM teaching careers.

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https://doi.org/https://doi.org/10.1002/berj.70079

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@article{erin2026,
  title        = {{Rethinking recruitment: Using reflexivity to understand career changers' decisions to become STEM teachers}},
  author       = {Erin Siostrom et al.},
  journal      = {British Educational Research Journal},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.1002/berj.70079},
}

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Rethinking recruitment: Using reflexivity to understand career changers' decisions to become STEM teachers

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.