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Second career preservice teachers' perceptions about the out-of-field teaching phenomenon might influence career decisions, such as retention and attrition. A target group of 133 second career graduating Master of Teaching students voluntarily participated in this mixed method study which offered findings through analysed open and Likert-scale questions and semi-structured interview data. The pilot offers new information about second career preservice teachers' perceptions about their possible involvement in out-of-field teaching practices and the phenomenon's implications for capabilities, skills knowledge, self-efficacy, support needs and professional identity. A critical reflection on quality teaching and teacher training programs, and preparation for the teaching profession form the foundation for further research in this field. The analyses further stimulate a deeper understanding of the future second career teaching workforce and perceptions of support resources.

Second career preservice teachers’ perceptions about the out-of-field teaching phenomenon might influence career decisions, such as retention and attrition. A target group of 133 second career graduating Master of Teaching students voluntarily participated in this mixed method study which offered findings through analysed open and Likert-scale questions and semi-structured interview data. The pilot offers new information about second career preservice teachers’ perceptions about their possible involvement in out-of-field teaching practices and the phenomenon’s implications for capabilities, skills knowledge, self-efficacy, support needs and professional identity. A critical reflection on quality teaching and teacher training programs, and preparation for the teaching profession form the foundation for further research in this field. The analyses further stimulate a deeper understanding of the future second career teaching workforce and perceptions of support resources. Practitioner Notes 1. What is the focus of development (capabilities, skills, knowledge)? 2. What is the role of reflective practice (in situ, post) for individual staff (reflecting on personal development, reflecting on the field of academic / faculty development)? 3. How do we resource the development of teaching practice? 4. How understanding teaching practice and the out-of-field teaching phenomenon will contribute to improving academics’ views regarding the preparation of preservice teachers for workplace challenges and practice teaching 5. How can the information from this investigation develop teaching practice linked to possible out-of-field teaching positions to improve preparedness and support? 6. The pilot unveils information to support academics’ critical reflection on the alignment of current workplace concerns to the reality of preservice teacher preparation. [ABSTRACT FROM AUTHOR]