The double-negative effects of early entry and out-of-field teaching on preservice teachers’ professionalization

Teacher shortages comprise a worldwide challenge. Consequently, in some European countries, preservice teachers (PSTs) are often assigned to teach in schools during their studies. Unfavourable outcomes associated with teaching before finishing higher education may be crucial for professionalisation. Some students are assigned to teach out-of-field. This study examined Austrian PSTs (N = 1,643) to investigate how two aspects of professionalisation – theory-practice gap and educational enjoyment – differ across three groups: those studying only, working as teachers, and working elsewhere. Results show that early entry into the teaching profession, but not out-of-field teaching, is associated with lower value attributed to theory for practice and lower enjoyment of studies. Instead, a relation to teaching in a compulsory secondary school (Mittelschule) was found. Teachers in these schools consider theory less valuable for practice than early entry teachers in other school types. We discuss our findings alongside practice and potential compensatory policy measures.