Teaching Assistance Experiences Reveal Three Career Pathways Among Education Students

General Background: Teaching career decisions among education students develop through interactions between professional expectations, personal interests, and practical educational experiences. Specific Background: Teaching assistance programs expose prospective teachers to classroom responsibilities, student interactions, administrative demands, and school environments that inform their professional aspirations. Knowledge Gap: Previous research has primarily examined teaching interests and career decisions quantitatively, leaving the subjective processes underlying career reorientation insufficiently understood. Aims: This study explores how education students interpret teaching assistance experiences in relation to their teaching interests and career orientations. An interpretative phenomenological approach was employed through semi-structured interviews with eight students, supported by field notes and reflective documents. Results: Four experiential themes emerged: confronting professional realities, interpreting student interactions, negotiating tensions between teaching aspirations and school systems, and reconsidering career orientations. Three career pathways were identified: commitment to formal teaching (two participants), diversification into education-related professions (four participants), and transition away from formal teaching (two participants). Novelty: The study identifies distinct career trajectories by connecting students' interpretations of teaching experiences with evolving professional identities and career preferences. Implications: Teaching assistance programs should incorporate structured reflection, mentoring, and career guidance to accommodate diverse professional aspirations beyond conventional classroom teaching. Highlights: Four experiential themes emerged from interviews with eight participants. Student interactions and institutional demands shaped differing interpretations of professional suitability. Career decisions encompassed occupational commitment, diversification, and departure from formal classroom roles.