Problematising ‘Classroom Readiness’
The tensions and happenstance of practicum learning
Bibliographic Data
| ID | 21458659 |
|---|---|
| Authors | Helen Weston (0009-0008-2367-1719, Deakin University, corresponding author), Amanda Mooney (0000-0001-8870-5811, Deakin University), Cassandra Iannucci (0000-0003-0655-7128, Deakin University), Matthew Krehl Edward Thomas (0000-0001-8854-4907, Deakin University) |
| Year | 2025 |
| Pages | 1-17 |
| Publication date | 2025-06-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2025.2513432 |
| OpenAlex | W4411632999 |
| Language | EN |
| Citations received | 3 |
| References cited | 31 |
Internationally, requirements for initial teacher education students to demonstrate classroom readiness through performative processes highlight tensions between ideals of effectiveness and onsite practicum conditions. Practicum is central to preservice teacher’s learning, managing the tensions of professional identity work, where uncertainty associated with school conditions shapes the problems of practice that arise, and the challenges preservice teachers must address. This article analyses three case studies of preservice teachers engaged in their initial teacher education program’s culminating assessment, revealing how school environments and nuanced arrangements affect what can be achieved. Findings indicate that arrangements enabling collaboration, dialogue and reflection are critical to fostering preservice teacher growth, where the unpredictable circumstances that often arise in practicum contexts, within the anxiety of enhancing student achievement outcomes, are enmeshed with agency, to shape professional identities as ‘good-enough’ or ‘not-good-enough’ classroom-ready teachers
Higher education · Mathematics education · Pedagogy · Political science · Practicum · Sociology · Communication Studies and Media · Psychology · Teacher Education and Assessments
Changing Practices, Changing Education
‘I need to be strong and competent’
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
How we do things around here
Insights into an Australian practice-oriented teaching performance assessment for prospective teachers
A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
Feeling like a student but thinking like a teacher
Ideology and Curriculum
A Practice Sensibility
Reflecting on reflexive thematic analysis
Good teachers on dangerous ground
Figuring Out My Part in All of This”
Your Compliance Will Not Protect You
The Happenstance Learning Theory
Validity Issues in Narrative Research
I was at the right place at the right time
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |