Conducting research in initial teacher education programs
Reflections on a pilot intervention to enhance teacher readiness in an Australian university
Bibliographic Data
| ID | 17622769 |
|---|---|
| Authors | Helena Granziera (0000-0002-9628-7266, UNSW Sydney, corresponding author), Tracy L Durksen (0000-0001-5884-7595, UNSW Sydney), Therese M Cummings (0000-0003-4113-6046, UNSW Sydney), Jade V Rushby (0000-0003-1712-4176, UNSW Sydney), Hee Min Lee (0000-0002-8555-682X), Ellen Hee Min Lee (UNSW Sydney) |
| Year | 2026 |
| Volume | 53 |
| Issue | 2 |
| Publication date | 2026-03-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Nature (PUBLISHER • SG) |
| DOI | 10.1007/s13384-026-00959-0 |
| OpenAlex | W7146996612 |
| Language | EN |
| References cited | 46 |
This study examines the process of embedding professional readiness initiatives within the context of an increasingly crowded initial teacher education (ITE) curriculum. Using a pilot intervention as a case, the study explores both the implementation of a program designed to foster readiness for professional practice and the challenges of conducting research within policy-driven and congested ITE programs. Readiness, conceptualised to be pre-service teachers’ perceived capacity to meet the professional, interpersonal, and pedagogical demands of classroom practice, was explored using a mixed-methods design framed by social exchange theory. The intervention comprised three components: completion of BRiTE resilience modules, participation in mixed-reality simulations, and engagement in online scenario-based learning activities. Data were collected through pre- and post-intervention surveys and open-ended feedback. Findings indicated modest increases in participants’ confidence and preparedness to teach, particularly in managing classrooms and communicating with parents. However, high attrition and limited engagement highlighted substantial institutional and structural barriers to both implementation and participation. These findings reflect the ongoing tension in ITE between the need to develop “classroom-ready” graduates and the constraints imposed by policy-driven, crowded curricula. Broader implications are drawn for improving the alignment between teacher education policy, program design, and the research needed to inform both
Attrition · Community of practice · Preparedness · Professional development · Psychological resilience · Teacher education · Early Childhood Education and Development · Parental Involvement in Education · Teacher Education and Leadership Studies
Student Survey Response Rates across Institutions
Integrating theory and practice in the pre-service teacher education practicum
Behavior and classroom management
Teacher education around the world
How We Design Feasibility Studies
Challenges of research recruitment in a university setting in England
Time Pressure and Health-Related Loss of Productivity in University Students
Teaching While Learning
Initial Teacher Education
Pre-service teachers’ professional becoming in an extended professional experience partnership programme
Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession
The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills
Professional development during simulation-based learning
Forging Teacher Educator Identities
Participant recruitment in intervention research
Exploring the stress management and well-being needs of pre-service teachers
Reflective learning and identity construction in practice, discourse and activity
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
Social and emotional learning in teacher preparation
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy
Making sense of research-based learning in teacher education
Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being
The impact of in-service teacher education on language teachers’ beliefs
Introduction to the Special Issue on Urban Teacher Residencies
Research on Teaching and Teacher Education and Its Influences on Policy and Practice
Using thematic analysis in psychology
Microteaching
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |