Abstract
Developing a sense of belonging and forming a professional teacher identity are critical in the transition from pre-service preparation into the teaching workforce. Yet, as Australian schools increasingly rely on unqualified teachers to address staffing shortages, many pre-service teachers now enter classrooms in complex dual roles; simultaneously, students and teachers, and therefore boundary crossing agents. Unlike formally appointed early career teachers, those in unqualified</p><p>teaching positions encounter inconsistent induction processes, uneven support structures, and highly variable working conditions across jurisdictions. In this session, we explore the lived experiences of pre-service teachers who undertook teaching roles before qualification.
Drawing on longitudinal qualitative interviews, we illuminate the tensions, emotional labour, and identity negotiations that shape their day-to-day work. Through narrative vignettes, we offer evocative short stories that reveal how these participants navigate belonging, legitimacy, and the competing demands of two professional worlds. Findings highlight that the challenges of boundary crossing amplify vulnerability but also catalyse early identity formation. These insights underscore the urgent need for targeted, coordinated support structures tailored to this emerging cohort. We advocate for a collaborative approach among universities, schools, and education systems to ensure that unqualified teachers are supported to belong, to grow, and to confidently develop their professional teaching identities while performing the demanding work of both student and teacher.