Accidental Teachers: Discovering Your Passions Through Exploration
Published 9 December 2024
“What did I want to be when I grew up? I didn’t necessarily think I wanted to be a teacher, but I was always really interested in education, specifically history. I actually originally wanted to be a history teacher, and then I later added Spanish. Other than that, I don’t think that…I don’t really remember what I wanted to be, so I know that’s kind of boring, but that’s my answer.”
Not everyone who becomes a teacher starts out wanting to be one. Some educators find themselves in the profession almost by accident–—through a pivot in career plans, a newfound love for a subject, or an unexpected opportunity. For these individuals, teaching wasn’t the destination they had in mind, but it became the one that transformed their lives.
This journey of discovering a passion for teaching often begins with evolving motivations and unanticipated experiences. This journey of discovering a passion for teaching often begins with evolving motivations and unanticipated experiences. In Powers and Bailey (2023), we identified this level of motivation as “unexpected motivation,” where an individual considers taking on responsibilities “they had not previously intended to pursue” (p. 61).
Perhaps you majored in a subject you loved, such as history or Spanish, with the idea of pursuing something completely different, only to find yourself drawn to sharing that knowledge with others. Teaching can also arise as a secondary passion after discovering a love for communication, mentoring, or helping others achieve their potential.
A pivotal moment in this evolution is often linked to new experiences—–learning a language, working with youth, or engaging in educational settings. For example, many people who learn a second language begin to appreciate the intricacies of how people acquire knowledge. As they develop fluency, they realize they not only want to master their own skills but also guide others on their journeys.
The unpredictability of life can sometimes lead us to a career we didn’t plan for but end up loving. These stories remind us that plans are rarely static. They evolve as we do, shaped by the experiences and people we encounter along the way. For some, the spark for teaching might come from a single classroom interaction where they realize, “I made a difference today.”
Teaching also has a way of uncovering skills and talents you may not have known you possessed. Patience, creativity, adaptability—–these qualities may lay dormant until they are called upon in the context of working with students. For educators who came to teaching from other professions or interests, this realization is both surprising and fulfilling.
For those who didn’t originally see themselves as teachers, finding joy in the profession often centers on relationships. It’s not just about the content you teach but the lives you impact and the connections you build. Seeing a student’s “aha” moment or helping them overcome challenges can be deeply rewarding and ignite a passion for teaching that grows over time.
Carol Ann Tomlinson, an “accidental teacher” who ended up teaching for over forty years, gave recommendations for other professionals who find themselves teaching unintentionally (2010). She recommends fledgling teachers to embrace “the right setting, a sense of calling, a zeal for learning, and a renewable energy source.”
Five Practical Tips for Embracing a New Teaching Role:
Reflect on Your Journey: Consider how your past experiences have prepared you to teach. Your unique background can bring fresh perspectives to your classroom.
Focus on Building Connections: Relationships are at the heart of teaching. Prioritize understanding your students’ needs and building trust with colleagues.
Embrace Lifelong Learning: Whether it’s mastering a subject or learning new teaching strategies, stay curious and committed to growth.
Adapt and Innovate: Be open to trying new approaches and adapting your plans as you learn what works best for your students.
Celebrate Small Wins: Teaching can be challenging, so take time to recognize and celebrate the moments when you make an impact.
Ultimately, these stories of unexpected teaching careers remind us of the importance of staying open to new possibilities. Our paths are rarely linear, and our plans may change after new experiences–—like learning a language, exploring a new culture, or discovering a love for mentoring. When we embrace these changes, we open ourselves to opportunities that can reshape our lives and bring us joy we never expected.
Discussion Question
For those who didn’t originally plan to become teachers, what experiences led you to discover your passion for teaching, and how has it shaped your approach to education? If you did plan to become a teacher, what made you certain of your choice of pathway?
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Powers, C. J., & Bailey, K. M. (2023). Diverse pathways into leadership in world language education. In H. Reinders (ed.), Language Teacher Leadership: Insights from research and practice. Palgrave Macmillan.
Tomlinson, C. A. (2010). Notes from an Accidental Teacher. ASCD. Retrieved from https://www.researchgate.net/profile/Carol-Tomlinson/publication/265185004_Notes_from_an_Accidental_Teacher/links/55f81ce608aec948c4782de7/Notes-from-an-Accidental-Teacher.pdf
