Stakeholder perceptions and experiences of preservice teachers’ professional readiness
Some implications for initial teacher education
Dados Bibliográficos
| ID | 21694751 |
|---|---|
| Autores | Juliana Ryan (0000-0002-5390-0198, La Trobe University, autor correspondente), Kristina Turner (0000-0002-0585-9207, La Trobe University), Rochelle Fogelgarn (0000-0001-6485-0408, La Trobe University) |
| Ano | 2025 |
| Volume | 53 |
| Fascículo | 5 |
| Páginas | 543-557 |
| Data de publicação | 2025-10-20 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Asia-Pacific Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1359-866X • E-ISSN: 1469-2945 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1359866x.2025.2558827 |
| OpenAlex | W4414260366 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 19 |
Globally, education reviews have spotlit professional preparation as a policy problem alongside teacher shortages and early career teacher attrition. Our study explored how preservice teacher (PST) engagement and preparation for practice are related in one Australian university, drawing on Kahu and Nelson’s framework of student engagement in the educational interface. Findings show that graduates, mentor teachers, and teacher educators had mismatched expectations about teacher education and PSTs’ preparation for practice. Reflecting the teacher education research literature, these revealed different understandings of the relationship between theory and practice in PSTs’ preparation and emphasised the situatedness of teacher professional learning. More notably, mentor teachers and teacher educators also highlighted some PSTs’ lack of engagement as a barrier to preparation for practice. We conclude with some suggestions about achieving greater coherence between teacher education and professional experience placements, focusing on expectations about attendance and participation to promote PSTs’ engagement in professional behaviours
Attendance · Economic shortage · Perception · Professional development · Stakeholder · Teacher education · Teacher Preparation · Educational Research and Pedagogy · Educational Systems and Policies · Teacher Education and Assessments
The Politics of Accountability
Student engagement in the educational interface
Thematic Analysis
Thematic Analysis
The simple view of teaching
Ready, or not? Graduate teachers’ perceptions of their classroom readiness through a capstone assessment task
A scoping review of factors that influence career changers’ motivations and decisions when considering teaching
Policy makers as experts and teachers in need of reform
Professionalism and teacher education in Australia and England
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Deconstructing the Carter Review
Calling for ‘urgent national action to improve the quality of initial teacher education’
The Rise and Fall of the Teaching Profession
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |