Investigating Pre-service Teachers’ Perceptions of their Preparedness to Teach

By Leanne Crosswell and Denise Beutel.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The experiences of transition to the teaching profession have a significant impact on a teachers’ potential length of career, feelings of professional efficacy and the quality of performance in the classroom (Gore & Thomas, 2003). While the transition to practice is characterized by much expectation and excitement, it also a time of stress and uncertainty for many beginning teachers. As such, it is important to investigate this period of transition for beginning teachers. This paper explores graduate teachers perceptions of their personal ‘preparedness to teach’. The group is graduating from one Australian university, and the data is captured at the end of their teacher preparation programs, before they take up positions in schools. These graduating pre-service teachers are from one year graduate entry programs that include individual programs of early years, middle years and senior years. The key findings indicate that this group of graduating pre-service teachers are already engaged in some level of reflective practice and are actively seeking further professional learning to improve the practical aspects of their classroom teaching.

Keywords: Transition to Profession, Critical Reflection, Professional Standards, Teacher Education

The International Journal of Learning, Volume 18, Issue 4, pp.203-212. Article: Print (Spiral Bound). Article: Electronic (PDF File; 789.445KB).

Dr. Leanne Crosswell

Lecturer, Faculty of Education, Queensland University of Technology, Queensland, Australia

Dr. Leanne Crosswell is currently a lecturer in the School of Learning and Professional Studies at the Queensland University of Technology. Her teaching experience spans both early and middle years classrooms in a variety of contexts in Queensland. Her teaching interests include: curriculum, pedagogy and assessment development, classroom and behaviour management development and the development of learning communities. Her research interests focus on: middle years curriculum, pedagogy and assessment, teacher commitment, resilience and managing stress, early career teachers and educational reform in higher education.

Dr. Denise Beutel

Lecturer in Education, School of Learning and Professional Studies, Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia

Dr. Denise Beutel is a lecturer in education at Queensland University of Technology in Australia. Her research interests are teacher education, mentoring, teacher induction and middle years of schooling. Prior to commencing at QUT, Denise was a teacher with over twenty years experience teaching in secondary schools. Her doctoral studies were completed in 2006 and her thesis, “Teachers Understandings of Pedagogic Connectedness” interrogated the nature of teacher-student engagements in the middle years of schooling.

Reviews:

There are currently no reviews of this product.

Write a Review