Beginning to teach after teacher education is commonly depicted as an emotionally challenging period.
Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher.
One way of coping is trying change the origin of the challenges.
The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers.
A qualitative interview study was performed.
Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year.
In between, 68 self-reports were collected.
The material was analysed using constructivist grounded theory tools.
The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers:
(1) establishing teacher ambiguity and
(2) challenging the perceived negative mindset.
When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.