Although the extensive literature captures the experiences of established academics, far less attention has been paid to the transitional journeys of early-career academics entering the field of teacher education. This paper foregrounds the voices of novice lecturers of English, who have moved from teaching in Basic Education (BE) to lecturing in Higher Education (HE).

The study investigates how these emerging academics navigate the complexities of HE while drawing on their prior professional identities and competencies shaped in BE. Using a qualitative research design, this study incorporates semi-structured interviews, solo vlogs, and visual reflective artefacts to uncover the thematic challenges that surface during this transition. These include the need to recalibrate pedagogical approaches, respond to increasingly diverse and vulnerable student cohorts, and translate BE teaching expertise into the distinct demands of HE.

Early findings reveal that foundational skills developed in BE often serve as stabilising resources, supporting novice lecturers as they cultivate adaptive and resilient teaching practices within HE. Anchored in Transformative Learning Theory, this research underscores the significance of supportive institutional structures, evolving professional identities, and ongoing development opportunities in shaping resilient academic trajectories during periods of systemic disruption.

By offering a narrative inquiry into how early teaching experiences inform and transform tertiary teaching practice, this paper contributes valuable insights for educational leaders, policymakers, and teacher‑education scholars seeking to strengthen resilience and quality within HE settings, navigating persistent and emerging crises.