Voices of future teachers

Teacher education students share why they want to teach and what they hope for in their careers.

At a Glance

Preservice educators have important insights into what makes teaching appealing.
Four teacher education students from the University of Iowa share why they want to become teachers and their visions for the future of the profession.
Common threads include a desire to be an example and encouragement for students like them and to have a positive impact on students’ lives.
Preservice teachers believe educators deserve more respect and support.

Having been a high school teacher and now working at a college of education, one of my (Amira Nash’s) favorite roles is being the campus adviser for our chapter of Aspiring Educators, the National Education Association’s program for preservice teachers and a partner of PDK’s Educators Rising program. The University of Iowa campus chapter of Aspiring Educators has nearly 60 members, and I’ve had the pleasure of getting to know many of these Gen Z students.

As the group’s adviser, I regularly find myself talking with students about the organization’s core values: educator quality, community engagement, political action, and racial and social justice. Our future teachers are looking for resources to understand what is going on in the world of education in relation to these core values. I asked four Aspiring Educators to share why they are pursuing a career in teaching and what would make the field more appealing.

The students we’ll hear from offer four different perspectives, demonstrating the diversity within Gen Z. These students shared their stories in late 2024. At the time of writing:

Josie (Josephine) was a fourth-year student in a four-plus-one science education program. She is getting an English language learner (ELL) endorsement and is the state chair-elect of Aspiring Educators.
Galilea was a third-year aspiring Spanish and/or ELL teacher and active member of Aspiring Educators.
Anna was in her fourth year of a three-plus-one program pursuing licensure in elementary education and special education and the state chair of Aspiring Educators.
Olga was in her third year in an elementary education program, also pursuing an ELL endorsement and serving as our campus chapter president of Aspiring Educators.

Josie’s story

As an aspiring science and English language learner (ELL) educator, I was drawn to the field of education after I had dropped out of college, convinced it wasn’t meant for me. I found myself working at McDonald’s, and the team of managers there saw something in me that I didn’t see in myself. Over the next few years, they helped me build the confidence and tenacity to work my way up to being the human resources manager, responsible for training the crew trainers, a group composed solely of local high schoolers. In that position, I felt like I was able to enact real, positive change in their lives by providing a routine for teens who lacked it at home; mentoring youth who did not yet realize their worth; and, of course, creating fun Kahoot! quizzes about food safety. As I saw each of these crew trainers develop their confidence and go on to pursue their passions, I knew I had to be a teacher so I could give students what my managers had given me.

What attracts me to the profession is the ability to positively impact children’s lives, whether it be by affirming their identities and interests, introducing them to a science subject they’re excited to learn more about, or helping them communicate with their English-speaking peers and community. Unfortunately, throughout my teacher preparation journey thus far, I have seen barriers put in place that make accomplishing such outcomes increasingly difficult. In Iowa, legislation continues to be passed that restricts educators’ speech and ability to teach complete and accurate information. For example, House File 802 prohibits teaching, advocating, or promoting specific concepts regarding sexism and racism, such as systematic racism. This trend is extremely concerning and has given me pause as I weigh teaching in Iowa and the U.S. against teaching abroad. As a lifelong Iowan, I remain hopeful that policy will change to reflect the trust and respect educators deserve, so I can proudly teach in my home state.

Respect for teachers should not be limited to current teachers. It should start during teacher preparation programs. As a nontraditional student, I am self-sufficient. I work nearly 40 hours a week to pay for my rent, car payment, health insurance, and other necessities. Although I am still one year away from student teaching, I have been concerned about how I will make ends meet while completing this important preservice requirement. I will either continue to work a full-time job or take out thousands of dollars in debt to support myself. A student-teaching stipend would allow me to devote the time needed to my field experience, hone my teaching skills, and develop a positive relationship with the profession without taking on more debt. A stipend would demonstrate that I am truly valued as a future educator.

Respect for teachers should not be limited to current teachers. It should start during teacher preparation programs.

Furthermore, I want legislators, school administrators, and parents to trust teachers to make their own pedagogical, curricular, and professional decisions. I am currently in the final course for my bachelor’s in environmental science and have taken an exhaustive list of courses to prepare me to teach, or even work, in the field. In one year, I will have done the same for my Master of Arts in teaching. As such, I will be well-educated and trained to teach science and English, yet the cultural dialogue surrounding education does not recognize the training I and other teachers like me have received. A shift in the public conversation is direly needed, and the easiest way to achieve it is to stop pushing policies that question the capability and motives of educators. Support from the public, both in my local community and on the national stage, would motivate me to proceed unwaveringly through any challenges that may arise.

Since writing this in late 2024, I graduated with my Bachelor of Arts degree in environmental science, am entering my final year of my master’s in teaching, and I recently became the state chair of the Iowa State Education Association’s Aspiring Educators. In August 2025, I began a yearlong student teaching placement in Illinois that includes housing and a stipend for my work. To say I feel guilty would be an understatement. Many preservice teachers in Iowa and across the country will struggle financially as they complete their student teaching. The opportunity I’ve received is extremely bittersweet; while I am incredibly excited, grateful, and eager to student teach, I wish that every future educator had access to the same housing and financial assistance during their student teaching experience.

Reflecting on what I wrote less than a year ago, I am saddened by how sharply educational systems and values have been degraded on my campus, in my state, and across the country. Every fight for student and teacher rights is now palpably urgent, whether in or out of the classroom. I remain steadfast with my peers in our mission toward respect, support, safety, and representation in schools for both teachers and students.

Galilea’s story

“You often teach the way you were taught.” This is a phrase we often hear as preservice educators. It is no surprise that our own educational experiences affect how we view education today. As a Mexican American student pursuing world language (Spanish) and ELL licensure, I hope that my own experiences shape the educator I aspire to become.

In my past 13 years of schooling, I have observed my teachers from a front-row view as a student. Now, as an undergraduate preparing to join the teaching profession, I am experiencing the backstage view of teaching. It is important to start with my own experiences as a student of color. How have my educational experiences impacted my views of teaching? What did I lack in my schooling? These are both questions I reflect on when I am asked why I chose to become an educator. As a student of color, I often lacked advocacy and representation in my K-12 education at predominantly white institutions. I noticed that students of color were not often presented opportunities like taking Advanced Placement (AP) or college-credit courses. I hope to see a change in how schools disperse these academic courses to their students so that everyone has the opportunity to take courses like those.

As someone who identifies as an ELL, Mexican American, and low-income student, I empathize with students who lack advocates in their schooling. This has contributed to my interest in becoming an educator. Because of the importance of representation in schools, I hope I can contribute to increasing the number of Latinx educators which, in turn, will increase the number of advocates to support students’ education and success. My priority in entering this field is to contribute to an inclusive education for all students, where we view our students’ differences as assets. As a student who lacked a space where my differences were celebrated, I know how important it is for schools and educators to acknowledge and celebrate our students’ identities. Schools must create spaces for students and faculty to feel welcomed and valued.

As I get closer to student teaching, I reflect on what I have learned in my teacher preparation program. What happens behind the scenes in teaching? How can I support my students’ education? Through program courses and field experiences, I feel prepared to enter the teaching profession with the knowledge I have gained in my program and the experiences I have had as a student. Nonetheless, I would like to see more support, funding, and for teacher education programs to provide more field experiences, mentorship, or simply a space to voice our thoughts. Institutions need to support their emerging educators in ways that help us see the impact we will have in the classroom and advocate for the future of education.

Since writing this nearly a year ago, I am now in the fourth and final year of my undergraduate education. I plan to complete the first half of my student teaching in Iowa and the second half abroad in Ecuador. Reflecting on my previous outlook on teaching, I continue to stand by the idea that experiences shape the way we teach. I have now had opportunities to observe classrooms where each teaching dynamic is different. I have a better understanding of various types of educators and how they play a role in the classroom. I believe that students must have a space where they are valued and supported.

Anna’s story

It’s hard to pinpoint the beginning of my desire to be an educator. That’s because it wasn’t one thing, it was many. My mom is a social worker, and I grew up interested in education and wanting to be more like my mom. I grew up around educators who made me feel supported and recognized, so I wanted to be more like them. Although that might have been my “why” for choosing my major, it isn’t my only reason for continuing my journey.

I am currently a student teacher, finishing up my last semester of college and completing my bachelor’s in elementary education and master’s in special education in a total of four years. Throughout many of my classes, I’ve spoken with classmates and heard stories about how the decision to be an education major was not easy for everyone. I became more invested in their stories, and I can recognize my privilege in not having to think hard to find happy stories from my school experience. So I’m challenging myself to find a “why” fueled by passion, not by something I had just fallen into repeating. I want a deeper meaning, something that will last.

Through my classroom experiences, I’ve found that the endless possibilities that come with working with students are what makes education so special. Though routine plays a crucial role in ensuring student success, unexpected and meaningful moments remind us of our “why.” When advocating outside the classroom over laws, standards, pay, and more, it can be hard to stay grounded in that purpose. However, when a student grasps a new concept, makes me laugh, or finds something they’re passionate about, I remember that “why.”

Education is so much more than just presenting information to students, though that’s undeniably important. It’s about the way you present that knowledge, the way you foster curiosity, resilience, and empowerment. Teachers have the unique ability to, day after day, shape the future, leaving an imprint on our students’ lives. This is a profession where you witness growth, creativity, and potential, which makes me eager to be a part of it every day. The profession is also attractive to me because it is dynamic, bringing new opportunities (and challenges!) every day and year. This constant evolution allows us to consistently grow.

Through my classroom experiences, I’ve found that the endless possibilities that come with working with students are what makes education so special.

When I think about what can make this profession more attractive, safety is the first thing that comes to mind. Safety is an umbrella term for so many things I hear, see, and worry about in the schools. Safety for my students and colleagues to be themselves. Safety for my students to feel represented, heard, and valued. Safety from physical violence. Current legislation and conversations that push against inclusive education can make it difficult to market education as a welcoming and safe field; however, it’s not impossible.

Despite the many ways security is outside of our control, there are bright spots: As educators, we each have the ability to create spaces where students and teachers alike can grow and learn. With intentional action and frequent communication with staff, schools can be a place where everyone is free to focus on what’s important: the students’ learning and well-being. Our focus should be on creating an environment where students and teachers can thrive in a way that is unique and fitting to each school, specifically standing up against challenges that impact our classroom.

Focusing on the good and cultivating a schoolwide culture of safety, inclusivity, recognition, and trust can help make education a sustainable career for everyone involved. There is not one simple answer, one checklist to make education more appealing. What’s needed is unique to each future educator, to each school district. There needs to be open conversations in each school about teacher burnout and normalization of work-life balance. Advocacy for systemic changes supports not just us, as teachers, but our students too. When all members of a school community feel secure, valued, and inspired, everyone is stronger.

Since writing this in late 2024, I graduated and accepted a position teaching second grade in Colorado! Reflecting on what I previously wrote, it has now become less about the words and more about the action. How can I make the dreams I have for my students, my classroom, a reality? What does that actually look like, and what do I have control over? I feel a combination of excitement and nervousness because of how committed I am to follow through on what I say and believe. I feel like I’m finally stepping into a place where I can make those decisions and relationships happen, and I am looking forward to it all!

Olga’s story

Whenever I tell anyone that I am studying to become a teacher, their first reaction is always negative. They say things like “You won’t get paid well” or “Isn’t it just like babysitting?” Education is one of the most undervalued professions. Teaching is more than just standing in front of a whiteboard and handing out worksheets. Education is like no other profession. Educators mold future generations and inspire young minds to reach their potential. They play many roles outside of being a classroom teacher, like being mentors and role models. For some students, the educator may be the only person with whom they feel welcomed and safe. Teachers dedicate their lives to giving their students the tools they need to be successful in life.

If you had told me six years ago that I would be studying to become an elementary teacher, I would have said you were lying. I had the same negative views of education that many people around me did and never grew up wanting to become a teacher. Taking a college class about children’s literacy during my senior year in high school changed my mind. I realized I wanted to see change in the education system. I wanted to see that every student was valued because of all the unique identities they bring into the classroom.

As someone who identifies as a first-generation, low-income, Mexican American, and coming from a single parent household, I never felt that my teachers saw me or cared about my success. I never want a student to feel like I felt. I want them to see themselves in the classroom curriculum. I hope that I can teach with a global perspective and with culturally responsive methods.

I’ve learned that teaching requires a combination of skills, dedication, and a genuine desire to make a difference in students’ lives. I want to be a teacher who creates a safe environment for all students to learn. I believe that fostering curiosity and a love for learning in students is one of the greatest gifts we can give students. Ultimately, education is an attractive field for me because it allows me to contribute to a brighter future by empowering the next generation with knowledge, skills, and confidence.

Teaching, to me, is not just about what I will do — it’s about who I am becoming, and how I can continue to evolve alongside my students.

The field of education offers the chance to shape minds and influence future generations. However, the idea of being underpaid, unsupported, and disrespected has kept many young people from pursuing a career in education. I think that the best way to make teaching more appealing is to help the teachers who are already in the field. Veteran teachers and first-year teachers need access to robust support systems, such as mentorship programs and continuous professional development opportunities to help them thrive amid constant change. Elevating the status of teachers through better compensation, public acknowledgment, and improved working conditions can foster a culture that genuinely values and respects the profession. When society sees that teachers are treated well, it sends a powerful message that attracts more young people to pursue a career in education.

Since writing this article in late 2024, I’ve just completed my junior year of college and recently wrapped up my math practicum, which was a valuable and eye-opening experience. This fall, I’ll begin my senior year, and I’m looking forward to student teaching in the spring of 2026. I’ll spend the first eight weeks in an elementary classroom in the U.S. and then finish the semester with an incredible opportunity to complete my ELL placement in Ecuador. This next phase of my journey will allow me to deepen my teaching practice and broaden my perspective on global education.

Over the past year, my thinking about education and my role within it has become much more intentional and reflective. Having completed my math practicum, I’ve started to understand just how powerful a teacher’s presence and approach can be — not only in delivering content, but in creating a space where all students feel seen, supported, and empowered. I’ve also begun to think more globally about education, especially as I prepare for my ELL placement in Ecuador. I now see the classroom not just as a place for learning, but as a platform for cultural exchange, identity affirmation, and advocacy. I’m more committed than ever to building inclusive environments and to recognizing the diversity of strengths and experiences my students bring with them. Teaching, to me, is not just about what I will do — it’s about who I am becoming, and how I can continue to evolve alongside my students.

Learning from the next generation

These four future teachers share a genuine love for the profession and its potential. In each of their stories, their teaching is driven by a shared goal: ensuring all students have a space to be themselves and thrive in an environment that recognizes and values their identities and reflects advocacy for them. They share a belief that classrooms should be safe spaces for students where they can make mistakes, challenge themselves, and learn. Common in these stories is the understanding that education is far more than instruction — it’s about building relationships, affirming student identities, and creating spaces where learning feels safe and meaningful. These stories also emphasize the need for better preparation, mentorship, and support to serve students effectively.

Despite their unique journeys, each of these future educators seeks to make education more inclusive, empowering, and transformative. Personal experiences, whether through privilege, adversity, or transformative moments, have deepened their commitment to teaching. Although facing challenges, such as financial strain, hostile legislation, and lack of support, these preservice teachers remain unwavering in their belief that teachers can enact lasting change. This collective voice calls for a future where educators are trusted, valued, and supported. When that happens, our students thrive and our communities prosper.

This article appears in the Fall 2025 issue of Kappan, Vol. 107, No. 1-2, pp. 36–39.