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”.
Hudson, Suzanne M.; Hudson, Peter; Weatherby-Fell, Noelene L.; and Shipway, Brad
"Graduate Standards for Teachers: Final-year Preservice Teachers Potentially Identify the Gaps,"
Australian Journal of Teacher Education: Vol. 41
, Article 8.
Available at: https://ro.ecu.edu.au/ajte/vol41/iss9/8