Pathways into D&T Teaching: Understanding Motivations and Career Journeys

This presentation explores the motivations behind individuals’ decisions to become Design and Technology (D&T) teachers, drawing on findings from a recent PhD study on pre-service D&T teachers in Western Australia. Teaching motivations generally fell into three categories: intrinsic (personal interest and passion for education), altruistic (desire to make a difference), and extrinsic (job security and career prospects). However, within D&T education, additional factors influence career choices. Many pre-service D&T teachers followed non-traditional pathways, transitioning from trades, industry roles, or other teaching disciplines. The hands-on, practical nature of D&T was a key attraction, with participants drawn to its creative and problem-solving aspects, as well as the opportunity to work with materials and technologies.

Personal experiences also played a role in shaping career decisions. Influences from inspiring teachers and family connections to education or technical fields were significant motivators. Gender bias emerged as an important factor, with some female participants reporting discouragement from technical subjects, which further motivated them to enter the profession and advocate for inclusivity. Additionally, some participants viewed teaching as a meaningful career change after dissatisfaction with industry roles, while others saw it as a natural extension of their existing skills.

This presentation is relevant to educators, teacher educators, and policymakers interested in understanding the diverse pathways into D&T teaching. It highlights how personal interests, role models, and past experiences shape career decisions, providing valuable insights into attracting and retaining future educators in this field.

Carol K Puddicombe
Edith Cowan University