Supporting Pre-Service Teachers’ Sense of Belonging Through Employment-Based Pathways

The current teacher workforce crisis has increased policy and funding interest in employment-based pathways (EBPs), particularly in hard-to-staff schools. This qualitative study of one university’s EBP examines how [program name] shaped pre-service teachers’ (PSTs) sense of academic belonging. Drawing on focus group data from 12 participants across four regional, rural, and remote (RRR) locations in Queensland, Australia, we examine how connections between university, schools, and communities influenced PSTs’ sense of belonging to their university, course, profession, and local communities. Structured collaboration, timely communication, and strong relationships, supported by links to wider services, were central to sustaining an academic sense of belonging. In turn, belonging supported participants’ wellbeing and plans to remain in teaching, and helped them persevere in challenging contexts. The findings suggest that, when intentionally supported, EBPs can help address workforce shortages in RRR settings.