Pre-service teacher preparedness for their profession
A systematic review of the literature
Bibliographic Data
| ID | 17622770 |
|---|---|
| Authors | Carmel Patterson (0000-0002-3383-9764, Australian Catholic University, corresponding author), Shani Hartley (0000-0002-7581-5381, New South Wales Department of Health) |
| Year | 2026 |
| Volume | 53 |
| Issue | 2 |
| Publication date | 2026-02-20 |
| 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/s13384-026-00952-7 |
| OpenAlex | W7130652879 |
| Language | EN |
| References cited | 75 |
The disparity in classroom readiness terminology within education practice and policy agendas internationally has proved confusing for creating integrated approaches for professional experience placement partnerships between schools and initial teacher education (ITE) providers. This systematic literature review aims to problematise the notion of classroom readiness as presented in the research literature in a way that may provide a more consistent understanding of the term. By better understanding how the heuristic of classroom readiness is perceived across Australian and international literature, the review provides guidance for ITE providers, schooling systems and schools in continuing to develop partnerships that support transitioning pre-service teachers into their chosen profession. Our findings extend our understanding of a developmental approach for pre-service teachers’ preparedness within the theory–practice nexus. We argue that a narrow technicist use of classroom readiness is pervasive in the media and policy that oversimplifies the transition into teaching. Our review provides a more holistic understanding of the term that may offer evolving strategies for supporting ITE students to become teachers. Future research should address the problem across international contexts to reveal the possibilities of learning to teach within the complex imperatives of diverse professional engagement contexts
Best practice · Higher education · Preparedness · Professional development · Systematic review · Terminology · Early Childhood Education and Development · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Education at a Glance 2015
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Data use as the heart of data literacy
Teacher educators’ knowledge about diversity
Developing profession ready teacher education graduates through school-university partnerships
Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task
Pre-service teachers’ professional becoming in an extended professional experience partnership programme
International service-learning
Important non-academic attributes in Australian initial teacher education
Activating and reinforcing graduates’ capabilities
Public commentary on teacher quality
‘They couldn’t wait, every day they would say are they coming today?’ Stakeholder perceptions of School–University partnership approaches to science teacher education
The connections and disconnections between teacher education policy and research
Professionalism and teacher education in Australia and England
Developing a framework for initial teacher education
A trialectical approach to understanding ‘classroom readiness’ for teaching literacy
Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts
Turning stage fright into stage might
The Good University. What Universities actually do and why it's time for radical change
Assessors’ perspectives of an oral assessment within a teaching performance assessment
Spatialised metaphors of practice
Challenging ableism and the ‘disability as problem’ discourse
Calling for ‘urgent national action to improve the quality of initial teacher education’
Early career teachers in Australia
Preservice teacher perceptions of preparedness for teaching
Policy reform
Navigating the Terrain of Third Space
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |