Graduate Standards for Teachers: Final-year Preservice Teachers Potentially Identify the Gaps

Hudson, Suzanne; Hudson, Peter B.; Weatherby-Fell, Noelene; Shipway, Brad

doi:10.14221/ajte.2016v41n9.8

Cited by 10 publications

(17 citation statements)

References 19 publications

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“…The second study by Hudson et al . (2016) was a cross‐institutional investigation of 312 participants from three universities into final‐year preservice teacher self‐reported confidence against the APST (graduate level). Hudson et al .…”

Section: Literature Reviewmentioning

confidence: 99%

“…The results showed areas of confidence for the preservice teachers as well as possible gaps in their teacher preparation, with almost a third signalling diminished confidence to: ‘use strategies to support full participation of students with a disability; demonstrate understanding for teaching Aboriginal and Torres Strait Islander students; engage with parents and carers to support student learning; and report on student learning to parents and carers’ (Hudson et al ., 2016, p. 147). The results highlighted a lack of teaching experience in some areas.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Also highlighted was the need for ITE programmes, especially during professional experience, to provide more authentic experiences that prepared preservice teachers for the breadth of work involved in teaching. These authors further suggested that more research into preservice teacher perceptions across the stages of their ITE programmes against the APST would show ‘whether or not particular preservice teachers remain not confident for teaching throughout the degree’ (Hudson et al ., 2016, p. 147). Such research would provide valuable information about what, when and how to address issues in ITE programmes (Hudson et al ., 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Willis

Shaukat

Low‐Choy

2021

British Educational Res J

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In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first-and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers' responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers' responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Willis

Shaukat

Low‐Choy

2021

British Educational Res J

View full text Add to dashboard Cite

show abstract

“…They also shared that they were not capable of association, relation, critical geography dimension, and spatial perception skills. In fact, there are many researches in the United States which presented that many teachers lack the needed pedagogical content knowledge (PCK) like the works of Henry, Paterson, Campbell and Yi 2013 In Australia, Hudson, Hudson, Weatherby-Fell, and Shipway (2016) investigated the status of preservice teachers' confidence against the Australian Professional Standards for Teachers (APST). The findings of their study revealed that the respondents lacked confidence in different areas of the professional standards such as (a) confidence to employ strategies to maximize the participation of learners with disability, (b) confidence to show understanding of aboriginal students, (c) confidence to make parents participative in the school activities, and (d) confidence to communicate the learning progress of each student.…”

Section: Lack Of Pedagogical Content Knowledge (Pck) On the Subjectmentioning

confidence: 99%

A Phenomenological Study on the Challenges and Problems of New Social Studies Teachers

2019

IJSSES

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To enhance the teaching-learning process in Social Studies, this study explored the challenges and problems encountered by the new graduate Social Studies Teachers' at the selected private schools in one of the provinces of the Philippines. Using the qualitative methodology, the researchers interviewed five (5) participants who were purposively selected using the identified criteria. A series of procedures were employed that helped to code and categorize the details of participants' narratives and stories. To get the themes of their accounts, the analyses of meanings were performed. Findings revealed five (5) important themes that may help teachers and educators to enhance the Social Studies Education. Finally, a discussion of concepts and major recommendations was presented in light of the recently established facts from literature and studies.

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“…Studies conducted on pre-service teachers' graduate attributes are still limited (Harrison & Ballantyne, 2005). In Australia, Hudson, Hudson, Fell and Shipway (2016) investigated the graduate standards of preservice teachers found out that the pre-service teachers lacked the confidence to use techniques to promote maximum engagement of students with disabilities; show instructional comprehension. Pop (2015) also explored how pre-service teachers understand their teacher preparation and learned that students had a necessary teaching experience to develop their technical and personal values and attributes.…”

Section: Introductionmentioning

confidence: 99%

Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

Magulod

Capulso²,

Dasig³

et al. 2020

IJLTER

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This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

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Graduate Standards for Teachers: Final-year Preservice Teachers Potentially Identify the Gaps

Cited by 10 publications

References 19 publications

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

A Phenomenological Study on the Challenges and Problems of New Social Studies Teachers

Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

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