This paper examines a sampling of messages available to potential teacher candidates when searching online and querying, “How do I become a teacher?” Methodology used was discourse analysis of online search results using critical questions informed by Ellsworth’s (1997) notions of mode of address. Results reported here are from targeted searches on Google leading to hyperlink networks within institutional websites and social media platforms. In response to the search query on how to become a teacher, institutions present programmatic information that addresses viewers as already knowledgeable about the discourses of teacher education. Search results require browsers to sort through a cluttered landscape of requirements. Questions remain about whether or not there are comprehensible pathways presented to potential teacher candidates within one state context where teacher education enrollments are declining and teacher shortages exist across geographical regions and specific content positions like STEM education.
Wieczorek, K. M. (2020). Pathways to Teaching: The Cluttered Online Infrastructure for Potential Teacher Candidates. Excelsior: Leadership in Teaching and Learning, 13 (1). https://doi.org/10.14305/jn.19440413.2020.13.1.01 CCBY.