Beginning teachers’ perceptions of their tertiary education preparedness for teaching

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Hudson, S & Hudson, P 2006, 'Beginning teachers’ perceptions of their tertiary education preparedness for teaching', International Journal of Practical Experiences in Professional Education Inc, vol. 9, no. 1.


Retention rates and stress levels of early-career teachers are of concern
(Williams, 2002), as is the relevance of preservice teacher preparation courses
(Ramsey, 2000). Hence, reviews of Australian teacher education continue
with calls for national enquiries that aim at devising more effective tertiary
education programs (Green & Reid, 2004; Landers, 2005). This qualitative,
year-long study gathered data through email correspondence and telephone
interviews on eight first-year beginning teachers’ perceptions of their tertiary
preparation for teaching. Data indicated that although they felt “Organising a
classroom”, “Relating to students”, “Understanding duty of care”, “Planning
and implementing a program”, and “Teaching across six key learning areas”
were well covered in their tertiary programs, “Catering for individual
differences”, “Employing a range of teaching strategies”, “Relating to parents”
and taking on leadership roles appeared to be insufficiently addressed. There
appears a need to provide connections between tertiary education preparation
for real-world contexts by facilitating diverse experiences in rural schools and
more emphasis on the practical aspects of teaching during tertiary education
programs. These programs must reflect the needs of beginning teachers with
research informing the decision-making processes for devising more relevant
preservice education courses.