future teacher education essay

•   Sunday, May 12, 2024

Future Educators

Helping America's Future Teachers

I Want to Become a Teacher Because | My Dream Job Essay

My dream is to become a teacher . If you have this dream, you’re not alone. Here’s a collection of short essays by aspiring teachers. Current and future education students were asked to describe their motivation; what inspires them to succeed at their teacher training studies.

In these 31 student essays, future educators answer the question “I want to become a teacher because …” or “I want to become a teacher to …”. The short student essays are grouped thematically, forming the top reasons to become a teacher.

1. Giving Brings Its Own Rewards

Helping people is the unifying theme as to why students are inspired and motivated to become teachers. Education is a field where you can help young people directly in a personal way; potentially changing their lives for the better. Teaching is more than just a job.

For a significant percentage of education students, the opportunity to be of service provides plenty of motivation to pursue a teaching career. In each Why I Want to Become a Teacher essay here, a future educator explains why teaching is an opportunity to do something meaningful and beneficial.

by Hanna Halliar

If I can make an impact in just one child’s life, I will be able to consider myself successful. That is my motivation. As a future educator, what else would it be?

Every day that is spent in class, the late nights at the library, the endless hours of studying are all just steps getting me closer to the goal. When I am still up at 1 a.m. struggling to keep my eyes open, but only half way through my 6 page paper I remember how excited I am to work with my own students one day.

To me, being a teacher is so much more than the typical response most people have towards education majors. “Oh, you’re going to be a teacher. You know how much you will make?” Yes, I’m aware that I will be making an average of $50,000 a year in Indiana.

To me being a teacher means that I get the opportunity to not only teach my students math, English, and science but to teach life lessons that will stick with them as well.  It means walking into school every day being the reason my students look forward to coming to school. It means being surrounded by crafts, books, and music and not being stuck in an office. It means educating our future generation. And if somebody has to do it, it should be somebody who is passionate about it.

So what motivates me to study? It is so simple, it is the kids.

by Savannah Stamates

I lay awake at night and practice my first morning message to my first round of students whom I will not meet for more than a year.

I wonder if I will have hungry children, happy children, or broken children. I wonder if I will be good enough or strong enough to reach those most in need.  I wonder if my students will trust me enough to tell me that they are hungry, happy, or scared.

I worry that I will not be strong enough to share their burden or provide a place for peace and learning. I worry that I will misread their actions or their words or miss them reaching out.

So I study, even when I am tired from working two jobs or sick of not being where I want to be. When my time comes to walk into that classroom, my worries and doubts will be silenced by the knowledge I have mastered and the dream I have finally achieved.

by Charity Latchman

Dreams for the future are subjective. They can be based on what we desire. But visionary dreams are not only for us. Imagine asking some of the greatest revolutionaries and pioneers about their dreams. They generally had others in mind. In the famous “I have a Dream” speech, Civil Rights leader Martin Luther King Jr said “we” more than thirty times. Dreams are not for our benefit alone, but to encourage, inspire and benefit others.

Recently I graduated from California Baptist University with a degree in English literature. During my studies, I was cared for my disabled mother. She was a religious studies professor who inculcated me with a diligent and steadfast approach to schoolwork. Managing the role of caregiver with university studies was challenging. But the goal to become a teacher kept me going. Approaching graduation, my mother was diagnosed with throat cancer. She didn’t worry about herself as much as you might expect but kept pushing me to finish the final paper in the program.

With her encouragement, my faith, and a burning desire to teach English literature, I graduated. My motivation comes from wanting to help, to encourage, and to inspire others.  Teaching is an act of giving that has its own rewards.  Life’s trials bring ups and downs. But we must always strive to attain our dreams, especially when others are central to them.

by Katheryn England

As a high school senior, many people assume I’m prepared for college and know what I want to study after graduation. These assumptions cause me to experience moments of self-doubt. Then I re-evaluate what I want for myself, and what it is that keeps me working towards my dreams. Through the goals I’ve set for myself, I can maintain focus, move past my self-doubt and succeed. By focusing on my goals, I can make a difference in the world directly around me.

A goal I have in my life is to be an elementary teacher, also known as an early childhood teacher. As a teacher,  I can share the knowledge I’ve gained to leave behind a better future for our world .

Last year, I had the opportunity to work alongside a previous elementary teacher and mentor of mine. I’d visit her classroom daily, and taught lessons alongside her or independently. Uniquely, they were the opening act in my high school’s original winter play. They read first-hand from our scripts and learned what happens behind the scenes. Showing a new part of the world to the youth of my community has motivated me to pursue my dreams.

Remembering this experience and the positive influence I had on those students helps me overcome self-doubt and stay focused on my goals. Thanks to the goals I’ve set for my life, I not only can find purpose for my efforts, but find the will to be confident in whatever choices I make.

by Emma Lillard-Geiser

I have always known that I would become two things: a mother and a teacher. What I didn’t know is that I would become the mother before the teacher. Having a child that depends on me is what fuels my desire to succeed in life. When I get frustrated with my studies I take a deep breath, look at my daughter, and know that I have reason to persevere. I know that one hour of studying will give me hours with my daughter as soon as I am done.

My mother is a teacher and growing up I cherished learning from her. She had knowledge that I admired and I quickly realized that I had to spend my whole life learning. I love to learn, to have that light go off in my head when it all just clicks.

I cannot wait to see that light in the eyes of my daughter and my future students.  For every thing that I learn, is another thing I can teach someone else.  It isn’t easy to study when you have a small child to take care of but I know that my education will provide me with the ability to take care of her for the rest of our lives.

2. Help Disadvantaged Students

Students are disadvantaged for many reasons, whether it’s because of a handicap, where they live, economic disadvantage or a language barrier.

Future educators may want to become teachers so they can make a difference in the lives of students who face extra learning challenges. This special interest often comes from the future teacher’s own experience, either personally or involving people they’ve known.

by Ian T Thomason

While attending the University of Minnesota-Mankato, I have aspirations of becoming a Special Education Teacher. Becoming a Special Education Teacher and helping students who have a need for extra help and students who are having troubles with everyday life are things that I dream of doing.  I was in their shoes once and know how difficult it is to deal with everyday life and how nice it was have a teacher to talk to.

Becoming a Special Education Teacher is my ultimate goal and, when difficult times arise, I have to remind myself of the children out there who have it potentially worse than I. When I remember this, I also think back to all of the support that I had from my parents, family members, and teachers. I also know that there are lots of children who don’t have this type of support and, if I can be there for them, that would make my career choice all the more worth it.

My Special Education degree is something more than just a degree for me. It is a degree that allows me to help children improve their education. I realize that children are our future and that their minds are terrible things to waste. So, instead of wasting their minds, why not put our best foot forward to educate them? My dream is to help kids realize their full potential, promote education and a brighter future for every child.

by Katherine

Motivation allows you to persist through difficult circumstances. Mine comes from a desire to grow into an instructor who is able to make a difference to many children’s lives.

In elementary school, I actually was a special education student. I’ve had to work hard most days of my life to achieve anything. I could not have succeeded without the support of some absolutely amazing teachers. Now I desire to take on that supporting role for as many students as I can reach.

When a class or an assignment I don’t want to do come up, I think of what motivates me. And the motivation is children. Many students feel powerless about their education, just like I did.  I could be a teacher who turns their education around, providing vital support and motivation to succeed at their studies.  Ultimately, everyone motivates themselves by one way or another. My motivation comes from the pure desire to help future students.

by Robbie Watson

My road to graduate school has been a long one. I studied religion and culture in undergrad, interested in the material, yet not sure how I would apply it later. Yet I found places, got involved in community and international development, engaged with different cultures, and now feel I use my degree every day.

For over two years I worked alongside Congolese refugees in Rwanda, developing educational opportunities for youths who could not finish secondary school in the underfunded camps. It is these refugees, young and old, the students, the teachers, their passion and vision for a better future that has driven me to seek out more education for myself. I remember how they would pay from their families’ meager funds to attend classes led by volunteer teachers. When finances were against them, or time, or family obligations, or the dire depression of the camp life itself, or even government officials were against them, still those students attended, still those teachers taught.

It is their example of perseverance towards a goal against all odds that inspires me now. I think of them often, think of the friends they were, are still. And I think of how that passion is in me now, to better understand education so that I might better educate, and thus equip such downtrodden communities to work for transformation themselves. I work not only for myself, and am motivated by the potential in those students and educators, which is also in me, and in others like them.

by Natalie Pelayo

I’m a young Latino woman working towards the goal of earning a bachelor degree in bilingual education. On occasions, I feel a slowing in my motivation. But, every time it happens, I think about the goal and that pushes me to move forward.

Looking back to a middle school class I attended, there was a boy who never really participated. He sat in his hoodie, looking down to his desk. Only after trying to talk with him, I discovered he spoke with broken English and a thick Spanish accent. It seemed as if no-one in our class actually knew that he struggled to understand what was being taught because it was presented in English.

By his manner, it was apparent that he had already accepted a dismal fate. Past teachers may have been unable to communicate with him. Eventually, he’d become demoralized.  Thinking about the disadvantages he had to endure provides ongoing motivation to study hard.

I aim to become a bilingual elementary school teacher to support young Spanish-speaking children. As a teacher, I’ll be able to show them that they can succeed. Children need not grow up thinking they’re incapable of learning due to a language barrier. I’ll keep working towards my goal to help ensure teaching is inclusive of all children, no matter their first language.

by Abigail Young

I am an American citizen, but my whole life I have lived in Cameroon, Africa. I have been blessed with an enormous amount of opportunities and a great education at a private international school.

Every day I have seen children and teenagers around me who do not get the same education or have the same possibilities of a “bright” future. I see schools that are forced to have three children share a small table, paper, and pens. I have seen a badly lit room with poor roofs and walls made from bricks. Even in my school there are numerous Cameroonians, my friends, and classmates that do not have the same chances at a higher level education, although they work just as hard.

When I study, I study hard because I do not want to let this chance and opportunity go to waste. I study because I have been undeservedly blessed to be able to go the United States for a high education with better chances at getting scholarship money. I study my hardest because  it is my dream that I may come back and make a difference in countries like Africa with poor education systems . It should be a right for children to be able to learn like I have. Therefore, because of this mindset, I am driven to study not just out of thankfulness for my circumstances, but also in hope that I may be able to give other children a better chance, and a greater reason to study.

3. Helping Many People Is Achievable in Teaching

A powerful source of motivation for some education students is the potential to touch and positively impact the lives of many people. Education is a field of consequence and that’s a good reason for wanting to join the teaching profession.

Over the course of a long career, a classroom teacher may help shape the learning experience of hundreds or even thousands of students. In policy roles, educators can affect millions of people.

by Rachel Bayly

Through high school I worked as a teacher at a daycare. When I left for college I said goodbye to a lot of people, including my students. All summer I had woken up at five in the morning to go to work and wait for them to arrive and put a smile on my face. Those kids motivated me to keep waking up and working hard, and leaving them was not easy.

The thing that made that goodbye worth it, the reason that I keep pushing through this tying chapter of my life is that  I am determined to improve early childhood education in the United States .

I want to be a positive force in the lives of as many children as I possibly can, and I plan on doing that by improving standards and policies for early childhood education and making it more affordable.

Every week I write in my planner, “I will make a difference” and one way that I will change the lives of children and families. On days that I find myself asking, “why am I here?” “why am I going into debt, paying to be stressed out all the time?” I think of my students. I read my “I will make a difference” statements.

I remember that some children out there are stuck in low quality child care centers, they will never reach their full potential, and they need help. I keep working hard everyday so that I can help those children.

by Megan Burns

My ultimate goal is to change the lives of people. Studying to be a teacher is hard. All of the classes that are required, all of the practicums, and all of the time spent just to become a teacher is stressful, but the thought of being able to help just one person changes everything.

It takes one person to be a light in someone’s life. It take one person to be a helping hand. It takes one person to change an unmotivated, broken life, and make it brand new. Qualified teachers are those people.  We motivate students to do their best, we guide students to success when no one else will, and we are always available to listen.  One teacher can change the lives of thousands of students. That is my motivation.

I know that after college, I will be a teacher, a guider, a counselor, and a friend to so many students. No matter how many bad days I have or how many times I want to quit, I just think of what is to come in the future. I can be that change this world needs, even if its in a small high school classroom. It just takes one person.

by Victoria Shoemkaer

My dream is to make a difference in the life of children.

• To make them excited about learning.
• To make it fun the way it used to be when they were younger.
• To show them that someone cares about them and wants to see them succeed.
• To show that they are much more that a test score or a number.
• To believe in them so much, that I do not let them get discouraged from chasing their dreams.
• To showing them that everyone fails and it’s your recovery that determines what happens next.
• To sacrifice myself to gives them more opportunities for success.
• To encourage students to succeed in and out of the classroom for the betterment of themselves and the community.
• To inspire them to change the world, because they can.
• To help them transform into caring and compassionate adults who are ready to conquer the word, but remember where they came from.
• To teach them to do good in the world because anyone can accomplish doing well.

Most importantly, my dream is to make children feel like their voice is important and valued and that they are loved more than they know.

4. Lives Can Be Improved by Dedicated Instructors

Teaching a subject such as Math or English is the everyday task of a teacher. But our prospective teachers see a greater purpose in their training and career path.

The daily motivation to teach doesn’t come from the superficial advantages of a teaching career, such as great job security or extra vacation time. Here are stories by future educators who want to go beyond the curriculum and improve people’s lives all round.

by Savannah Luree Weverka

Teachers are the ones who ignited my love for learning and there is not a day that goes by when I do not challenge myself to a personal goal of lifelong learning.

My mother is a teacher, so I was a student educated in an institution filled with support and a home that also supported education. I recall many teacher “get-togethers” and Husker parties where an informal invitation led to my presence.

Due to all of this support and interaction received throughout my elementary and high school career, Elementary Education continues to be at the top of my career choices. And now, as a senior looking forward to graduating from high school,  teachers remain my role models .

In considering a focus in Elementary Education, I now realize that many teachers not only teach children eight hours of the day, but become doctors for scraped knees, dictionaries for challenging words, mediators between students, and parents away from home.

Now, as I am taking the steps to make my dream come true I hope to make school an escape to free their minds and expand their knowledge. I want to share my love of learning with my students.

by Aaron Banta

Since I was younger, I have had the dream of becoming a history teacher at the high school level. The reason I am striving for this career is thanks to a teacher I had.  They held such a passion for history and taught it so well that it made me want to keep learning everything I could about it.

In college, I have had to work multiple jobs and attend school full-time. I would wake up early in the morning and not get home until late at night. The one thing that kept me on top of my studying and work was the dream I have; to be able to teach history and express my love for it by teaching the next generation. I strive to impact their lives for the better just like mine was.

Being able to pass my courses and get a degree and teaching credentials is the first main goal I am striving for. But being able to have a positive impact on students I have will be an even greater goal that I want to accomplish. I am hoping to guide them through their study of my favorite subject so I can teach them about the world and help them just like my teacher had helped me.

by Chelsea Rogers

At USC Upstate, I am studying to be a Secondary Education Mathematics teacher. The math courses are not easy and the education courses pushes you to challenge yourself. The thought of being a future teacher is what motivates me to keep pushing.

Although I do not know any of my students, they are precious to me and I believe it is my job to change their lives for the better.  Teaching math is my job, but looking beyond my content and into the wellbeing of my students is my passion.

The question I always ask myself is how can I teach students who may not trust me? I have to establish a connection with each student so that they will see I care about them academically, physically, and emotionally. Once students see that you care about them in these areas, it becomes easier to teach them and they are willing to perform to the best of their ability because they know their teacher supports them 100 percent. Being a great teacher is what motivates me to continue striving for my degree.

by Micayla Watroba

One plus one is two. Phone is pronounced with an F sound. 60 divided by 15 is 4. An essay typically has five paragraphs. I know all these things because I went to school. I also had teachers that helped me understand it even when I didn’t get the same opportunities as everyone else.

See, when I was in first grade I was diagnosed with ALL Leukemia. This made school very hard. I was either out of school so often that I missed entire chapters or I was bullied so badly that I couldn’t focus because I was so scared. Having cancer also made it hard for my mom and dad to pay for food and rent much less after school activities and tutoring. I grew up knowing that there were some things that were just not in reach for us. 

For as bad as I had it, I can’t imagine having to live on the streets, going hungry, or even being taught in a language I don’t know.

My dream is to be the teacher that makes sure that every student gets an education that helps them succeed.  I want to make sure that my students not only enjoy being at school but feel safe while there.  My students will know that it doesn’t matter where they came from or what background they came from. I am going to be there and I will not leave them behind. This is my dream.

5. Promote Lifelong Learning in Young People

What inspires some people to become teachers is the power to set young people on the right education path. Helping children to have good early experiences and embrace the learning process can profoundly enhance someone’s life. The potential for transformative early development applies to handicapped and disadvantaged kids as much as anyone.

by Lesley Martinez-Silva

I aspire to make a difference in others’ lives through education. I’m studying to be an elementary school teacher because I believe that children can achieve so much more if they learn early of their potential.

Education has always been my priority. My parents always stressed the importance of obtaining an education, having missed that opportunity themselves. My parents taught me as a child that schooling was vital to success in life. Truly, that lesson has been the most important in my path to college. I don’t think I would’ve made it this far had I not taken my education seriously.

I want to teach others about the importance of education so they too can prosper.  Everything I’m learning at university is important for my future career and, if I don’t study it, I’m failing my future students. Every child deserves the best education available and I should strive to be the best educator possible to provide that for them. When balancing academics, work, and my social life, it can get challenging to keep going. But, with the future of children’s education in my hands, I always get back on track.

by Brianna Rivers

One of my goals is to become a teacher and work in an public elementary school within the greater Boston area (possibly my own elementary school). I want to be a teacher because I enjoy working with children and I know how important teachers are in children’s lives. I plan on receiving my Bachelor’s degree for Early Childhood Education and my Master’s degree in Special Education.

I want to major in Early Childhood Education because  early education is significant for children and is a building block for their future in learning . I also want to major in Special Education because I believe all children should receive equal learning opportunities as well as equal treatment (meaning an inclusive environment, etc).

I think all of my experiences have a positive impact on myself because I am learning more about what it takes to be a teacher and what it takes to be a good teacher. My experiences also have a positive impact on the children and adults I work with. I offer a helping hand to the teachers and a friendly face to the children.

I plan to continue to work hard and take advantage of learning opportunities to achieve both of my goals. Being a teacher is my desire and I will stop at nothing to be a great teacher one day.

by Jennamarie Moody

When I close my eyes, I picture myself in a school located in an urban setting, teaching a classroom of diverse yet alike students. These students are in the second grade, meaning that they are impressionable yet vulnerable to their environment whether this means at home, at school, or in their greater community.

Some of these students don’t speak English as their first language, and some come from low-income households that can limit their educational experiences outside of the classroom. And yet, no matter what differences these students bring to the table, their uniqueness flows throughout the classroom in such a positive energy that embraces, respects, and promotes learning. This is the goal I am working towards; the goal  to inspire our youth to become self-advocates for their learning .

Opportunities for equal educational experiences may not exist, however the beauty lies in the growth of love young students can develop as they are challenged in the classroom to question their surroundings. I plan to make a difference in the lives of the children I meet along the way, and to create a safe learning environment.

Although the tests for certification and studies can be difficult, my passion for education and dedication to shaping the lives of my students is what keeps me going. The end goal is to nurture the development of my students to become active and engaged participants in society, and that is what I intend to do completely.

by Julie Anderson

My long-time goal has been to become a teacher, and this year I’m in a class called Teachers for Tomorrow, where I get to shadow a kindergarten teacher. Working with her and the students has increased my interest in children with special needs.

From here on out, I want to support my students in academics and other parts of their lives so I can help them learn, grow, and succeed. I know that children need a strong start to their school career because the first few years of school are crucial; this is when students begin to love or hate learning itself. Whether or not children enjoy school, they deserve to appreciate learning. Students who love learning will always want to improve themselves.

I will make an effort to provide a loving environment where each child can prosper. However, for students with special needs, this task becomes even harder to accomplish because traditional classrooms are usually set up for non-disabled students.  While I know I can’t “save” every student I teach, and some of them will still hate learning, at least I can start them off right.

When I’m swamped with schoolwork, I will imagine my future students and how I could influence their lives. Even though not all of my college classes will relate to my major, forming a habit of working hard in college will help me to succeed as a future teacher.

6. Teachers Are Excellent Role Models

The experience of being helped and transformed by a good teacher leaves a lasting impression. Teaching is considered a noble profession for good reasons.

Some education students are motivated to become a teacher to emulate their own role models. They want to provide the same kind of service they once received. An added reason for pursuing a teaching career is to be a role model to younger people outside the classroom, including one’s own children.

by Teresa Pillifant

My first day – well, more like first semester- of my freshman year in high school was the hardest semester of my whole school career. Usually the kind of student who loves school, I found myself getting stomach aches in the morning and dreading school with my whole being. I was new to the school, and the number of students was overwhelming.

It seemed like there was no relief, except for my first hour Spanish class. Having no friends, I would always arrive at my first hour class early. As this pattern continued, my Spanish teacher and I developed a relationship. My teacher started giving me books to read, asking my opinion on what we should do in class and just talked to me in general about life. Through my teacher’s support, I grew to find my place in the school and became more confident.

Her kind words and actions inspired me to become a teacher myself.  Now, whenever school or life gets difficult, I think of my freshmen year Spanish teacher and how she inspired me. I want to do what she did for me for my future students. Whether it be a difficult test or a challenging class, my goal of making a difference in a student’s life keeps me going.

by Mo Cabiles

The world we live in is hard, unsteady and ruthless. We see this everyday in the harshness of homelessness, to social media screaming for justice. What motivates me to continue on is that I have felt the bitter cold bite of homelessness. I know what it’s like to not have enough to eat and to be scared of what will happen next.

I am fortunate to no longer be in those situations but that, by no means, is an indicator that it will all now come easy. As an adult learner and your “non-traditional” student, there are other obstacles I must overcome. From transportation to childcare or education application mastery to APA formatting, the many roadblocks I tackle both large and small are what I consider to be my victories.

I’ve seen what having a higher education can do for someone and I want that for myself and that of my daughters.  I strive to be a good example for them , to show them that, regardless of social standing and unforeseeable circumstances, if they work hard and put their best effort forward, they can achieve their dreams.

My dream is to obtain my Masters in Education with an emphasis in counseling. I want to be an academic advisor or guidance counselor. I’ve seen so many youths attempt community college and fail because they fell through the cracks. These students need to realize their potential and I want to help them achieve that and to be their cheerleader.

by Gia Sophia Sarris

In every school I’ve ever attended, experienced teachers were there to support and inspire me. I have looked up to these people ever since I was in elementary school, and they have had an immense and positive impact on my life and my view of the world.  My fondness for these people [educators] has led me to aspire to become a teacher.

I want to “pay it forward” and improve the lives of children and teenagers who grow up struggling as I did, or in any way for that matter. I want to make a difference in their lives and let them know that they are not alone with their problems.

This is what motivates me to study hard. Becoming a teacher, I believe, will help me fulfill my purpose in life, which I think is to create happiness and ease the burdens of others. I feel that children and teenagers need this especially, because they are struggling to understand the world and their place in it. I study hard for their sake.

by Jennifer Wolfert

From elementary school to my first year at college, I struggled to establish a dream for myself. Trying to figure out what career I wanted to pursue as successful adult always filled me with anxiety. I had spent multiple years in special education and left with a low academic self-esteem. So, after high school I attended Bucks County Community College in search for more time. Still I made no progress. Then I decided to change my outlook. I stopped asking “what do I want to do?” and started asking “who do I want to be?”. That’s when my dream took shape.

The educators that I met during my time at community college were my inspiration.  They are brilliant, hardworking people with a passion for their specialty that I had never seen before. Their belief in hard work was infectious. School began to fill me with excited anticipation and my grades improved. I started to believe that if I worked hard enough then I could be like them and inspire others like they had inspired me.

At the end of my second year attending community college, I accomplished a task that had previously racked me with fear. I applied to Temple University as a Secondary English Education major. I have now completed my second semester at Temple and earned my first 4.0 GPA. In time, I am confident that I will be able to accomplish my dream. I will become the passionate and inspiring educator that my younger self never had.

by Jenyfer Pegg

My entire life has been filled with discouragement. I grew up in a household where I was constantly told “No”. I was told my ideas were stupid and would not work. In my junior year of high school, my teachers and counselors started talking about college and sending in applications to different places. At that point, I knew I was not going. I came from a poor family and I knew we could never have money for something like college.

But I went on college visits, I listened to people speak about their college, and I was set. I had a lot of things pushing me, except the one thing I really wanted, my family. No one in my family has gone to college, and when I told my mother, she was shocked. She told me she just wanted me out of the house.

When I came to school, I realized I wanted to teach high school. I want to make an actual difference in someone else’s life. My family has taken the same road for years, and I’m not going down that road. I won’t live paycheck to paycheck like my mom, I will be a person that others will look up to.

I’m going to do something worthwhile, and I will work harder than anyone else if it gets me there.  I’ve seen what my life will be like without school and motivation and there is absolutely no way I’m going down that road. I’ve got bigger plans.

7. Unlock the Success Potential of Students

Educators want to help students in every way they can but, for some future teachers, the focus is on helping students soar. That child in front of you in the classroom might grow up to do great things for society, raise a strong family, or just be happy and fulfilled.

Whatever the potential of a pupil, a teacher’s job is to help unlock talents and remove any barriers to future success.

by Tamara Vega

The thing that motivates me the most is the thought of having my own classroom someday. I want to be the teacher that changes a child’s life, inspires them to set high goals for themselves and encourages them to reach it.

College can be so hard at times and I get really anxious and scared. I worry about not passing my classes and exams, I worry about not getting my degree. Despite that I do not give up because I have to do this and I want to do this.

I cannot see myself doing anything else besides teaching, I have never been this passionate about something. I want to graduate and get my degree. I’d love to look at it and say, “I worked hard for this and I earned it”.

The idea that the students in my classroom could grow up to cure cancer, or become president, pretty much anything they want, brings me so much excitement.   I want to be the teacher that they remember, the one who helped them realize their dream and who gave them the knowledge needed to reach it.

Be the teacher that I needed as a child but unfortunately never had. That is what gets me through all the stress and anxiety, I know in my heart that all the studying I’m doing right now will be worth it in the end.

by Nicole Gongora

The dream of success motivates me to study – not my success, my future students’ success. I push myself through the rough spots for them.

I was a lost child in high school; I didn’t know how to apply to college, let alone afford it. No child should have to experience that. As a future educator, I am committed to helping my students succeed, achieve more, and continue onto higher education.  Every child should be given the opportunity to showcase their strengths and follow their dreams.

College was never a dream for me; it was a far off, unattainable fantasy. I met some inspiring teachers in high school who encouraged me to change my life and who helped me to thrive. Without them, I wouldn’t be where I am today.

I plan to work at a low-income school similar to the one I attended. These types of schools are the ones who lack resources. I will serve as a resource to my students and I hope to be an inspiration to them. In turn, I hope they become kind, respectful adults. I want them to see the virtue in helping others and I hope they will serve others in their future careers. I want to be the teacher they remember. I want to be the teacher that helped them succeed.

I’ll feel successful as a teacher if my students are successful in attaining their goals. If one student decides to achieve more then I will have lived out my dream.

by Madison Sherrill

I’ve decided to become a teacher because I want to show the value of compassion and diversity.

As I begin college this upcoming fall, my main motivation is the students. While I haven’t even met them yet, they inspire me to persist in my classes and stay optimistic.  My classroom will support innovative thinking and celebrate each student’s individuality.

As a classroom teacher, I want to encourage and positively influence the next generation. They should know that they can be successful and achieve what they aspire to become while making the world better. By teaching the value of inclusiveness and the power of kindness, my students may turn out to be visionary thinkers and leading members of society.

by Alicia Costin

I am returning to school after taking a few years off. After graduating from California Lutheran University with my BS in Mathematics, I wanted to land a job with benefits and begin my “adult life”.

While it took me a few months to find my current job, is it just that; a job. I have benefits, a full-time schedule, weekends and holidays off, but am I happy? Is this what I want to do as a career for the rest of my life? I have asked myself this question a few times and the answer is always the same; no.

My dream is to become a teacher and help motivate and encourage students to do their best in their studies and in life.  It is my dream to do what I was meant to do; shape young minds and help future generations.

When things become difficult during my graduate program, I know to keep pushing, thriving, and studying hard so that, when I do become a teacher, I can use this as a positive story to shape their way of life. I landed a job outside of college, however now it is time for me to land my career.

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Becoming a Teacher: What I Learned about Myself During the Pandemic

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Introduction to the Article by Andrew Stremmel

Now, more than ever, we need to hear the voices of preservice teachers as well as in-service teachers during this pandemic. How has the pandemic affected them? In what ways has the pandemic enabled them to think about the need to really focus on what matters, what’s important? What were the gains and losses? These are very important questions for our time.  In this essay, Alyssa Smith, a senior studying early childhood education, attempts to address the lessons learned from her junior year, focusing on the positive aspects of her coursework and demonstrating an imaginative, growth mindset. This essay highlights the power of students’ reflection on their own learning. But I think it does so much more meaningful contemplation than we might expect of our students in “normal” times. Alyssa gains a new appreciation for this kind of active reflection—the opportunity to think more critically; to be more thoughtful; to stop, step back, catch her breath, and rethink things. As a teacher educator and her mentor, I believe this essay represents how the gift of time to stop and reflect can open space to digest what has been experienced, and how the gift of reflective writing can create a deeper level of thinking about how experiences integrate with one’s larger narrative as a person.

About the Author

Andrew Stremmel, PhD, is professor in early childhood education at South Dakota State University. His research is in teacher action research and Reggio Emilia-inspired, inquiry-based approaches to early childhood teacher education. He is an executive editor of  Voices of Practitioners .  

I’ve always known I was meant to be a teacher. I could feel my passion guide my work and lead my heart through my classes. So why did I still feel as if something was missing? During the fall of my junior year, the semester right before student teaching, I began to doubt my ability to be a great teacher, as I did not feel completely satisfied in my work. What I did not expect was a global pandemic that would shut down school and move all coursework online. I broke down. I wanted to do more than simply be a good student. I wanted to learn to be a great teacher. How was I supposed to discover my purpose and find what I was missing when I couldn’t even attend my classes? I began to fret that I would never become the capable and inspirational educator that I strived to be, when I was missing the firsthand experience of being in classrooms, interacting with children, and collaborating with peers.

It wasn’t until my first full semester being an online student that I realized the pandemic wasn’t entirely detrimental to my learning. Two of my early childhood education courses, Play and Inquiry and Pedagogy and Curriculum, allowed limited yet meaningful participation in a university lab school as well as engagement with problems of substance that require more intense thinking, discussion, analysis, and thoughtful action. These problems, which I briefly discuss below, presented challenges, provocations, possibilities, and dilemmas to be pondered, and not necessarily resolved. Specifically, they pushed me to realize that the educational question for our time is not, “What do I need to know about how to teach?” Rather, it is, “What do I need to know about myself in the context of this current pandemic?” I was therefore challenged to think more deeply about who I wanted to be as a teacher and who I was becoming, what I care about and value, and how I will conduct myself in the classroom with my students.

These three foundations of teaching practice (who I want to be, what I value, and how I will conduct myself) were illuminated by a question that was presented to us students in one of the very first classes of the fall 2020 semester: “What’s happening right now in your experience that will help you to learn more about yourself and who you are becoming?” This provocation led me to discover that, while the COVID-19 pandemic brought to light (and at times magnified) many fears and insecurities I had as a prospective teacher, it also provided me with unique opportunities, time to reflect, and surprising courage that I feel would not otherwise have been afforded and appreciated.

Although I knew I wanted to be a teacher, I had never deliberately pondered the idea of what kind of teacher I wanted to be. I held the core values of being an advocate for children and helping them grow as confident individuals, but I still had no idea what teaching style I was to present. Fortunately, the pandemic enabled me to view my courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.

As I worked through the rest of the course, I realized that this project pushed me to think about my identity as an educator in relation to my students rather than simply helping me understand my students, as I initially thought. Instead, a teacher’s identity is formed in relation to or in relationship with our students: We take what we know about our students and use it to shape ourselves and how we teach. I found that I had to take a step back and evaluate my own perceptions and beliefs about children and who I am in relation to them. Consequently, this motivated me to think about myself as a classroom teacher during the COVID-19 pandemic. What did I know about children that would influence the way I would teach them?

I thought about how children were resilient, strong, and adaptable, possessing an innate ability to learn in nearly any setting. While there were so many uncertainties and fear surrounding them, they adapted to mask-wearing, limited children in the classroom, and differentiated tasks to limit cross-contamination. Throughout, the children embodied being an engaged learner. They did not seem to focus on what they were missing; their limitless curiosity could not keep them from learning. Yet, because young children learn primarily through relationships, they need some place of learning that helps them to have a connection with someone who truly knows, understands, and cares about them. Thus, perhaps more than any lesson, I recognized my relationship with children as more crucial. By having more time to think about children from this critical perspective, I felt in my heart the deeper meaning children held to me.

My compassion for children grew, and a greater respect for them took shape, which overall is what pushed me to see my greater purpose for who I want to be as an educator. The pandemic provided time to develop this stronger vision of children, a clearer understanding of how they learn, and how my identity as a teacher is formed in relationship with children. I don’t think I would have been able to develop such a rich picture of how I view children without an in-depth exploration of my identity, beliefs, and values.

In my curriculum course, I was presented a different problem that helped me reflect on who I am becoming as an educator. This was presented as a case study where we as students were asked the question, “Should schools reopen amidst the COVID-19 pandemic?” This was a question that stumped school districts around the nation, making me doubt that I would be able to come up with anything that would be remotely practical. I now was experiencing another significant consequence of the pandemic: a need for new, innovative thinking on how to address state-wide academic issues. My lack of confidence, paired with the unknowns presented by the pandemic, made me feel inadequate to take on this problem of meaning.

To address this problem, I considered more intentionally and reflectively what I knew about how children learn; issues of equity and inequality that have led to a perceived achievement gap; the voices of both teachers and families; a broader notion of what school might look like in the “new normal”; and the role of the community in the education of young children. Suddenly, I was thinking in a more critical way about how to address this problem from the mindset of an actual and more experienced teacher, one who had never faced such a conundrum before. I knew that I had to design a way to allow children to come back into a classroom setting, and ultimately find inspiration for learning in this new normal. I created this graphic (above) to inform families and teachers why it is vital to have students return to school. As a result, I became an educator. I was now thinking, feeling, and acting as a teacher. This case study made me think about myself and who I am becoming as a teacher in a way that was incredibly real and relevant to what teachers were facing. I now found inspiration in the COVID-19 pandemic, as it unlocked elements of myself that I did not know existed.

John Dewey (1916) has been attributed to stating, “Education is not preparation for life; education is life itself.” Learning may begin in the classroom, but it does not end there. Likewise, teaching is not a role, but a way of being. The ability to connect with children and to engage them meaningfully depends less on the methods we use than on the degree to which we know and trust ourselves and are willing to share that knowledge with them. That comes through continually reflecting on who we are in relation to children and their families, and what we do in the classroom to create more meaningful understanding of our experiences. By embodying the role of being an educator, I grew in ways that classroom curriculum couldn't prepare me for. Had it not been for the pandemic, this might not have been possible.

Dewey, J. 1916. Democracy and Education: An Introduction to the Philosophy of Education . New York: MacMillan.

Alyssa Marie Smith  is currently an early childhood education student studying at South Dakota State University. She has been a student teacher in the preschool lab on campus, and now works as a kindergarten out of school time teacher in this same lab school. In the fall, she plans to student teach in an elementary setting, and then go on to teach in her own elementary classroom.

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The Power of Teacher Inspiration: How Educators Shape The Future

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Teaching students about kevin costner’s age: a unique approach to understanding hollywood’s history, teaching students about sonny landham: a journey through the life of a hollywood icon, teaching students about the summer olympics, teaching students about princess margaret’s death: an educational approach, teaching students about michael cole: an insightful approach to understanding a renowned journalist, college minor: everything you need to know, 14 fascinating teacher interview questions for principals, tips for success if you have a master’s degree and can’t find a job, 14 ways young teachers can get that professional look, my vision for the future of teacher education.

In my vision for the future of teacher education, colleges will prepare teachers to work with students in new and unprecedented ways. Prescient education departments have already begun the metamorphosis.

Teacher preparation programs of the future will transform the educational landscape.

According to David Price , there will be a focus “on the nurturing of key skills and competencies such as the ability to seek, to curate and to  synthesize information; to create and innovate; to work in diverse cross-cultural teams; as well as to appreciate global issues within the local context.”

I predict that we will see these changes in the following ways:

More rigorous entry and exit requirements for teacher candidates

Currently, teacher education programs have vastly different entry requirements for program admission. I envision that practice changing.

The Council of Chief State School Officers predicts that colleges will become “highly selective” in accepting teacher candidates into their programs. Those accepted into teacher programs will meet rigorous benchmarks in their quest for teacher certification.

Acquiring knowledge by itself will no longer be sufficient. Future teachers must also demonstrate competency in applying what they have learned. This application will take place in classrooms and alternative learning situations.

College education programs will be at the center of attracting and preparing future teachers who meet national standards of excellence. Teacher preparation program visionaries will lead high schools, state departments, and national agencies in developing universal requirements. Colleges will also guide future educators through a new paradigm shift .

Greater collaboration

Teachers will learn how to customize educational experiences for their students. In creating bespoke coursework, teachers will rely on a network of colleagues for assistance. This network will transcend the walls of schools as teachers reach out to experts around the world.

Educator preparation programs will encourage early collaboration among future teachers. Global connections will position future teachers to share their skills with others. In doing so, they will be instrumental in changing public policy .

Meaningful integration of instructional technology

The future of teacher education includes seamless integration of educational technology. All teacher preparation programs will adopt the OET (Office of Educational Technology) guiding principles for using technology in the classroom. These include using technology as a tool, making technology sustainable, providing tech-rich user experience before teaching service, and adopting universal standards for use.

Rigorous entry and exit standards, collaboration, and technology integration are all part of my vision for the future of teacher education. They will be the key to transforming the education landscape.

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Five Big Changes to the Future of Teacher Education

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In the book Teaching 2030 by Barnett Berry and 12 classroom experts, the authors pinpoint specific skills educators will need to teach in the schools of tomorrow. They say teachers must be prepared to find and adapt new technologies to engage the digital generation, as well as work across traditional subject areas using project learning. They must be able to use data and evidence to inform their practice and know how to work in both virtual learning environments and brick-and-mortar schools. And they'll need to collaborate with community-based organizations and work in schools that provide all kinds of other services for students and their families.

Along those lines, Berry has outlined five changes he believes need to be made to the future of teacher education.

• INFORMED BY NEED. University-based education schools currently produce about 170,000 graduates every year -- but only 70 percent of those actually enter teaching. One reason is the mismatch between production and market demand. In some “teacher surplus” states, universities graduate far too many teachers prepared for subjects and areas in low demand (such as elementary, physical education, social studies), while math, science, and special education vacancies continue to frustrate school leaders as well as parents. And because of the way education schools are funded, most universities offer just about every kind of teacher education major, irrespective of the local needs of area districts looking for new recruits. In the future, as long as we have the right policies in place, education schools should recruit and prepare those who are needed — and use the cost savings to recruit the right teachers who can teach the right subjects -- as well as invest more in the right kind of pedagogical training.
• INVESTMENTS IN CLINICAL TRAINING. Most university-based teacher education programs, unlike those in engineering, architecture, and nursing (and of course medicine), have few resources to prepare recruits in clinical, or real-life, contexts. Future teachers have had little opportunity to learn how to teach in schools under the tutelage of master teachers and college faculty who can closely supervise them and ensure they pass muster on rigorous (and more expensive) performance assessments. Teachers must also learn how to work effectively in both virtual networks as well as in community-based organizations that serve student learning in 24/7 venues. Policymakers must do their share by investing in the clinical training of future teachers, who can learn how to teach by interning in the places and with the people with whom they work in order to serve students effectively.
• CHANGING THE CONTEXT OF CONTENT . Most education schools have taught teachers how to know things and think about things. But they’ve never had the chance to practice implementing high-level strategies, like communicating with parents and eliciting student thinking around subject areas. How do you teach someone to unpack a student’s thinking around specific subjects, in physics, social studies, literature? How do you build, create, and score assessments? How do you communicate student progress to not just parents but also policymakers? How do you give homework that’s meaningful? How do you help students, who are growing up on virtual reality games and Google figure out how to determine the accuracy of content and how to use it in solving problems? Universities must help future teachers understand and capitalize on the changing context of content in teaching diverse learners to meet high academic standards.
• SEAMLESS CONNECTIONS BETWEEN PRE-SERVICE EDUCATION AND PROFESSIONAL DEVELOPMENT. With an explosion of diverse students in chaotic school environments (and growing numbers of those with special needs or whose first language is not English), it's that much more difficult for novice teachers to be fully prepared. The teacher education system needs to ensure that pre-service teachers learn crucial skills (see #3) in settings similar to those in which they will teach . They must go through performance assessments to determine their strengths and weaknesses, and this information must be used to craft plans for their future development as educators. With virtual communities like Teacher Leaders Network , and new outlets like the Teaching Channel , teachers can learn from each other, while ed schools and school districts can find ways to capitalize on these connections. Doing all of this will require that policymakers fuse the resources of universities and school districts in creating seamless connections between pre-service training and on-going professional development.
• LEARNING AND LEADING IN HISTORICAL CONTEXT. In preparing all students to work in the global economy and participate in our complex, evolving democracy, public schools need to capitalize on the untapped potential of teacher leaders. Our education schools need to prepare this new generation of teacher leaders, who know how to spread their pedagogical expertise to colleagues and administrators and can communicate effectively with policymakers and parents. Doing so requires not just teachers who have technical skill in connecting good ideas with the right stakeholders and constituents, but who also have a deep understanding of how historical imperatives shape future prospects for the profession that makes all others possible. Educators who train teachers must cultivate a critical mass of teacher leaders, or teacherpreneurs , who continue to teach but have knowledge and skill to lead the transformation of teaching and learning.

What the Future of Education Looks Like from Here

• Posted December 11, 2020
• By Emily Boudreau

After a year that involved a global pandemic, school closures, nationwide remote instruction, protests for racial justice, and an election, the role of education has never been more critical or more uncertain. When the dust settles from this year, what will education look like — and what should it aspire to?

To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and hosted by HGSE’s Askwith Forums , focused on hopes for education going forward, as well as HGSE’s role. “The story of HGSE is the story of pivotal decisions, meeting challenges, and tremendous growth,” Long said. “We have a long history of empowering our students and partners to be innovators in a constantly changing world. And that is needed now more than ever.”

Joining Long were Associate Professor Karen Brennan , Senior Lecturer Jennifer Cheatham , Assistant Professor Anthony Jack, and Professors Adriana Umaña-Taylor and Martin West , as they looked forward to what the future could hold for schools, educators, and communities:

… After the pandemic subsides

The pandemic heightened existing gaps and disparities and exposed a need to rethink how systems leaders design schools, instruction, and who they put at the center of that design. “As a leader, in the years before the pandemic hit, I realized the balance of our work as practitioners was off,” Cheatham said. “If we had been spending time knowing our children and our staff and designing schools for them, we might not be feeling the pain in the way we are. I think we’re learning something about what the real work of school is about.” In the coming years, the panelists hope that a widespread push to recognize the identity and health of the whole-child in K–12 and higher education will help educators design support systems that can reduce inequity on multiple levels.

… For the global community

As much as the pandemic isolated individuals, on the global scale, people have looked to connect with each other to find solutions and share ideas as they faced a common challenge. This year may have brought everyone together and allowed for exchange of ideas, policies, practices, and assessments across boundaries.

… For technological advancements

As educators and leaders create, design, and imagine the future, technology should be used in service of that vision rather than dictating it. As technology becomes a major part of how we communicate and share ideas, educators need to think critically about how to deploy technology strategically. “My stance on technology is that it should always be used in the service of our human purpose and interest,” said Brennan. “We’ve talked about racial equity, building relationships. Our values and purposes and goals need to lead the way, not the tech.”

… For teachers

Human connections and interactions are at the heart of education. At this time, it’s become abundantly clear that the role of the teacher in the school community is irreplaceable. “I think the next few years hinge on how much we’re willing to invest in educators and all of these additional supports in the school which essentially make learning possible,” Umaña-Taylor said, “these are the individuals who are making the future minds of the nation possible.”

Cutting-edge research and new knowledge must become part of the public discussion in order to meaningfully shape the policies and practices that influence the future of education. “I fundamentally believe that we as academics and scholars must be part of the conversation and not limit ourselves to just articles behind paywalls or policy paragraphs at the end of a paper,” Jack said. “We have to engage the larger public.”

… In 25 years

“We shouldn’t underestimate the possibility that the future might look a lot like the present,” West said. “As I think about the potential sources of change in education, and in American education in particular, I tend to think about longer-term trends as the key driver.” Changing student demographics, access to higher education, structural inequality, and the focus of school leaders are all longer-term trends that, according to panelists, will influence the future of education. 

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The Futures of Education

Our world is at a unique juncture in history, characterised by increasingly uncertain and complex trajectories shifting at an unprecedented speed. These sociological, ecological and technological trends are changing education systems, which need to adapt. Yet education has the most transformational potential to shape just and sustainable futures. UNESCO generates ideas, initiates public debate, and inspires research and action to renew education. This work aims to build a new social contract for education, grounded on principles of human rights, social justice, human dignity and cultural diversity. It unequivocally affirms education as a public endeavour and a common good.

No trend is destiny...Multiple alternative futures are possible... A new social contract for education needs to allow us to think differently about learning and the relationships between students, teachers, knowledge, and the world.

Our work is grounded in the principles of the 2021 report “Reimagining Our Futures Together: A New Social Contract for Education” and in the report’s call for action to consolidate global solidarity and international cooperation in education, as well as strengthen the global research agenda to reinforce our capacities to anticipate future change.

The report invites us to rebalance our relationship with:

• each other,
• the planet, and
• technology.

Summary of the Report

The international commission.

In 2019 UNESCO Director–General convened an independent International Commission to work under the leadership of the President of the Federal Democratic Republic of Ethiopia, H.E. President Sahle-Work Zewde, and develop a global report on the Futures of Education. The commission was charged with carefully considering inputs received through the different consultation processes and ensuring that this collective intelligence was reflected in the global report and other knowledge products connected with the initiative.

Our thematic research priorities

Featured highlights.

Sustainable development challenges and the role of education

Our foresight work, looking towards 2050, envisions possible futures in which education shapes a better world. Our starting point is observation of the multiple, interlocking challenges the world currently faces and how to renew learning and knowledge to steer policies and practices along more sustainable pathways.The challenges are great. But there are reasons for optimism, no trend is destiny.

Our work responds to the call of the International Commission on the Futures of Education to guide a new research agenda for the futures of education. This research agenda is wide-ranging and multifaceted as a future-oriented, planet-wide learning process on our futures together. It draws from diverse forms of knowledge and perspectives, and from a conceptual framework that sees insights from diverse sources as complementary rather than exclusionary and adversarial.

Linking current trends and the report of the International Commission on the Futures of Education.

• The global population is projected to reach a peak at around 10.4 billion people during the 2080s , nearly double the global population of 1990 (5.3 billion)
• There will be an estimated  170 million displaced people by 2050 , equivalent to 2.3% of the global population
• Sub-Saharan Africa is expected to be home to some 1/3 of the global population  by 2050

"A new social contract for education requires renewed commitment to global collaboration in support of education as a common good, premised on more just and equitable cooperation among state and non-state actors. Beyond North-South flows of aid to education, the generation of knowledge and evidence through South-South and triangular cooperation must be strengthened."

• The number of persons aged 65 years or older worldwide is expected to double over the next three decades, reaching 1.6 billion in 2050 (16% of global population)

"Human longevity may also increase and perhaps with it, at least for some, the extension of the work period of life. If older people can remain active and engaged, they will enrich society and the economy through their skills and experience."

• Global temperatures are expected to increase  2.7 degrees by 2100 , leading to devastating global consequences
• Humans currently use as as many ecological resources as is we lived on 1.75 Earths

"The planet is in peril (...) Here children and youth already lead the way, calling for meaningful action and delivering a harsh rebuke to those who refuse to face the urgency of the situation. (...) One  of  the  best  strategies  to  prepare  for  green  economies  and  a  carbon-neutral  future  is  to  ensure  qualifications, programmes and curricula deliver ‘green skills’, be they for newly emerging occupations and sectors or for those sectors undergoing transformation for the low-carbon economy."

• Global freedom has been declining for more than 15 years  

"There has been a flourishing of increasingly active citizen participation and activism that is challenging discrimination and injustice worldwide (...) In educational content, methods and policy, we should promote active citizenship and democratic participation."

• There will be an estimated 380 million higher education students by 2030, up from roughly 220 million students were enrolled in formal post-secondary education in 2021

"Future policy agendas for higher education will need to embrace all levels of education and better account for non-traditional educational trajectories and pathways. Recognizing the interconnectedness of different levels and types of education, speaks to the need for a sector-wide, lifelong learning approach towards the future development of higher education."

• Less than 10% of school and universities have guidance on educational uses of AI

"The challenge of creating decent human-centered work is about to get much harder as Artificial Intelligence (AI), automation and structural transformations remake employment landscapes around the globe. At the same time, more people and communities are recognizing the value of care work and the multiple ways that economic security needs to be provisioned.”

• Fake news travel 6 times faster than true stories via Twitter - such disinformation undermines a shared perception of truth and reality

"Digital technologies, tools and platforms can be bent in the direction of supporting human rights, enhancing human capabilities, and facilitating collective action in the directions of peace, justice, and sustainability (...) A primary educational challenge is to equip people with tools for making sense of the oceans of information that are just a few swipes or keystrokes away."

• Employers anticipate a structural “labour market churn” (or disruption) of 23% of jobs in the next five years, resulting in a net decrease of 2% of current employment due to environmental, technological and economic trends.

"Underemployment, the inability to find work that matches one’s aspirations, skillset and capabilities, is a persistent and growing global problem, even among university graduates in many of the world’s wealthiest countries. This mismatch is combustible: social scientists have shown that a highly educated population unable to apply its skills and competencies in decent work, leads to discontent, agitation and sometime sparks political and civil strife... Learning must be relevant to the world of work. Young people need strong support upon educational completion to be integrated into labour markets and contribute to their communities and societies according to their potential."

• CHANGING DEMOGRAPHICS: Global population in 2080s: 10.4 billion ( UNDESA  World Population Prospects, 2022) /Africa 1/3 population ( UNDESA  World Population Prospects, 2022)
• AGING POPULATIONS: 1.6 billion people over 65 in 2050 (UNDESA World Social Report , 2023)
• PLANETARY CRISIS: Humans use 1.75 Earths ( Global Footprint Network ) / Global temperatures to increase 2.7 degrees by 2100   ( UNFCCC  Synthesis Report, 2021)
• DEMOCRATIC BACKSLIDING: Global freedom has been declining for more than 15 years ( Freedom House  Freedom in the World report, 2023)

*  All figures correct as of 2023.

• TECHNOLOGY: Less that 10% of school and universities have guidance on educational uses of AI ( UNESCO study, 2023)
• DISINFORMATION: Fake news travel 6 times faster than true stories via Twitter ( MIT  study, 2018)
• UNCERTAIN FUTURE OF WORK: Net decrease of 2% of employment over next 5 years ( WEF  Futures of Work report, 2023) 
• CHANGING LIFELONG EDUCATION APPROACHES: 320 million students by 2030 ( World Bank  blog, 2022)

The third in a series of major visioning exercises for education

Reimagining our future together: a new social contract for education  is the third in a series of UNESCO-led once-a-generation foresight and visioning exercises, conducted at key moments of historical transition. 

In 1972, the  Learning to Be: the world of education today and tomorrow  report already warned of the risks of inequalities, and emphasized the need for the continued expansion of education, for education throughout life and for building a learning society.

This was followed by the 1996 Learning: The treasure within report that proposed an integrated vision of education around four pillars: learning to be, learning to know, learning to do, and learning to live together in a lifelong perspective.

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Learn how to ace your interview and get the job

How I see myself as a future teacher? Interview questions answered

Whether you are writing a short essay as a part of your application for a place in a study program for future teachers, or interviewing in front of an admission committee at school, you will always face some questions about the vision of your future . The goal of the people from the school is simple: They try to understand your real motives , why you want to study teaching. They wonder if this really is your dream , or you are just following the dreams of your parents. Your answer also helps them understand what you hope to offer to your students in the future, and whether it aligns with the values they try to promote at their school.

Let’s have a look at 7 sample answers to this intriguing question. I tried to include on my list both conventional answers –a wise choice when you have a good GPA and high chances of getting accepted to the school of your choice, and unconventional replies , or out of the box answers if you want–they may be your best bet if your chances to get in are rather slim (due to your academic record), and more than anything else you try to stand out with your application. I hope at least one of the answers will fit your needs, your situation, and the message you hope to convey to whoever reads or hear it.

7 sample answers to “How do you see yourself as a future teacher?” interview question

• I see myself as a popular teacher amongst my students . But not because I take it easy with them, giving them better grades than they deserve, or letting them do what they please in the lessons. I hope to gain their trust by offering them engaging and interesting teaching, making sure that they stay motivated and do not find the classes mundane or boring. In my opinion, many students lack motivation nowadays. Hence it is crucial to make the classes more interesting for them, applying different teaching methods, using technology in the classes, and so on. I see myself as a teacher who does all these things , with a sole goal of helping each of their students to reach their full potential.
• More than anything else I see myself as a special education teacher . I am aware of the problems we face, and the fact that more and more children have special needs . What’s more, I really like working with these people, and believe to have some talent for it as well. Hence I imagine myself working one on one with the students , in a special setting, step by step, helping them to achieve their individual educational goals.
• Honestly speaking, I have not come up with this image yet . I enjoy teaching, and I have great role models in my former and present teachers. But I also believe that I am yet to find my may , to understand exactly what I want to specialize in, what grade I want to teach, and what mark I hope to leave in the lives of my students . No doubt these things will become clear over the years, when I study and eventually also teach. Today the only thing I can say with certainty is that teacher is my dream job , and I hope to get into your study program and get one step closer to my dream again.
• I see myself as an excellent Math teacher . Not only that Math is my strongest subject. I also enjoy teaching it, already giving classes to my schoolmates. And I am good at it, because most of them eventually get it and pass the exams. In my opinion, it isn’t enough being a good Mathematician. One also needs to be a good teacher, to be able to explain the lessons in a simple way , and make sure that even students who do not excel in Math achieve some progress. I honestly believe I have such strengths, and that’s why I dream of becoming a Math Teacher.
• Reaching for the stars, I hope to be the bar raiser at the school where I will teach. Let me explain. I always love to think outside of the box , coming with new ideas, trying new concepts. And I believe each school needs at least one such teacher or administrator, because things evolve, each generation of children has their own expectations , and we can hardly succeed with teaching methods we used twenty years ago. In my opinion, we need to constantly innovate our teaching, and I hope to be the teacher who brings this innovation to schools.
• Speaking frankly, I do not see myself as a teacher in the future. My goals are much bigger . I actually hope to lead an entire school as a principal , setting the vision, the values, the processes, and of course leading other staff members. Needless to say, you cannot really become a principal unless you have a degree and practical experience with teaching. That’s why I try to get to your school, but I can assure you that my journey won’t end with a teaching degree . I hope to have a much bigger impact, and end up working as a school principal.
• I see myself teaching in the slums of Rio de Janeiro , or on the outskirts of Kathmandu. I’ve always had a deep compassion with people in poor countries, and I also know that getting education is the only way how they can end their misery . Of course, I do not hope to change the world. Such years are behind me already. But I hope I can play my part on some positive change in the world , and teaching children in one of these poor places is exactly what I imagine doing. That’s how I see myself– as a teacher of poor , aiming to make a positive change in specific communities of people.

The more specific your answer the better

As a rule of a thumb, you should come up with a positive and tangible vision of your future as a teacher. People in the admission committees are looking for applicants with a concrete vision, perhaps even a specific place where you want to teach, or at least a specific subject, grade level , etc. Saying that you simply want to be a great teacher won’t do the trick, unless you have a great GPA and application is a mere formality in your case.

So, think about your vision–teaching Physics at secondary school, PE at elementary, or even lecturing at the University. Maybe you want to teach in slums, or bring huge innovation on board of some school, or you even do not dream of becoming a teacher –that’s just a milestone on your journey towards the role of a school principal. All of that is fine, and they will love that, as long as you explain it clearly in your answer. I hope you will do so, and wish you best of luck in the application process!

May also interest you :

• What inspired you to become a teacher?
• What questions you should ask a school principal?
• How do you motivate students?
• Recent Posts

Home / Essay Samples / Education / Teacher / The Role of a Teacher: Shaping Minds, Inspiring Futures

The Role of a Teacher: Shaping Minds, Inspiring Futures

• Category: Life , Education
• Topic: Inspiration , Teacher

Pages: 1 (470 words)

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Imparting knowledge and skills, fostering critical thinking, mentorship and personal development, building strong communities.

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