As ready as we possibly could be now
The value graduate teachers attribute to their development of readiness through ITE
Bibliographic Data
| ID | 22421872 |
|---|---|
| Authors | Peta Salter (0000-0003-4643-734X, James Cook University, corresponding author), Tanya Doyle (0000-0002-8032-1335, James Cook University) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-07-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2026.2703084 |
| OpenAlex | W7168390131 |
| Language | EN |
| References cited | 25 |
This study explores preservice teachers’ (PSTs) perceived readiness for stepping into the profession, and the Initial Teacher Education (ITE) experiences they value in developing this readiness. It reports on the first stage of a longitudinal evaluation of ITE experience using a qualitative participatory research approach to engage with PSTs across key stages in their final capstone year. The focus of this engagement was to identify the value attributed to experiences in their development as PSTs. Findings indicate PSTs have the capacity to articulate sophisticated definitions for readiness and reflect on their own ITE experience to reach consensus on which experiences they value most for their contribution to their readiness. Rather than a simplistic report of feelings of readiness, novice teachers identified rich and complex understandings of which ITE experiences have served their development in both intellectually and emotionally complex ways, with clear links to signature pedagogies of uncertainty, engagement and formation. Grappling with the interplay between ‘responsiveness’ and ‘readiness’ in this reflection has implications for the theory-practice nexus in ITE curriculum.
Capstone · Citizen journalism · Faculty Development · Feeling · Professional development · Qualitative research · Semi-structured interview · Teacher education · Early Childhood Education and Development · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
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| Highly cited | No |
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