Australian Journal of Teacher Education
Article Title
Abstract
This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements. These findings have implications for providers and educators of pre-service teacher programmes. Purposeful application of Bronfenbrenner’s theory to identify, name and understand how various transition barriers and enablers impact wellbeing and resilience could open up a more visible, shared and understood transition experience.
Recommended Citation
Amundsen, Diana L.; Ballam, Nadine; and McChesney, Katrina
(2021)
"Students' transitions into initial teacher education: Understanding barriers and enablers through an ecological lens,"
Australian Journal of Teacher Education: Vol. 46
:
Iss.
3
, Article 6.
DOI: https://doi.org/10.14221/ajte.2021v46n3.6
Available at:
https://ro.ecu.edu.au/ajte/vol46/iss3/6