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Graduate standards for teachers: Final-year preservice teachers potentially identify the gaps

Journal Article


Abstract


  • The Australian Professional Standards for Teachers (APST) were devised to identify the attributes, skills and practices required of teachers at various career stages. This study investigates final-year preservice teachers' self-reported confidence against the APST at the graduate career stage. This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation with 30% or more of preservice teachers indicating they lacked 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. Qualitative data (n=10) explained reasons for these potential gaps, such as a "lack of experience in these areas of teaching" and a need for "universities to ensure experiences in these areas during practicum".

Authors


  •   Hudson, Suzanne (external author)
  •   Hudson, Peter (external author)
  •   Weatherby-Fell, Noelene L.
  •   Shipway, Bradley (external author)

Publication Date


  • 2016

Citation


  • Hudson, S., Hudson, P., Weatherby-Fell, N. & Shipway, B. (2016). Graduate standards for teachers: Final-year preservice teachers potentially identify the gaps. Australian Journal of Teacher Education, 41 (9), 135-151.

Scopus Eid


  • 2-s2.0-85009247267

Number Of Pages


  • 16

Start Page


  • 135

End Page


  • 151

Volume


  • 41

Issue


  • 9

Abstract


  • The Australian Professional Standards for Teachers (APST) were devised to identify the attributes, skills and practices required of teachers at various career stages. This study investigates final-year preservice teachers' self-reported confidence against the APST at the graduate career stage. This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation with 30% or more of preservice teachers indicating they lacked 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. Qualitative data (n=10) explained reasons for these potential gaps, such as a "lack of experience in these areas of teaching" and a need for "universities to ensure experiences in these areas during practicum".

Authors


  •   Hudson, Suzanne (external author)
  •   Hudson, Peter (external author)
  •   Weatherby-Fell, Noelene L.
  •   Shipway, Bradley (external author)

Publication Date


  • 2016

Citation


  • Hudson, S., Hudson, P., Weatherby-Fell, N. & Shipway, B. (2016). Graduate standards for teachers: Final-year preservice teachers potentially identify the gaps. Australian Journal of Teacher Education, 41 (9), 135-151.

Scopus Eid


  • 2-s2.0-85009247267

Number Of Pages


  • 16

Start Page


  • 135

End Page


  • 151

Volume


  • 41

Issue


  • 9