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.
Amundsen, D. L., Ballam, N., & McChesney, K. (2021). Students' transitions into initial teacher education: Understanding barriers and enablers through an ecological lens. Australian Journal of Teacher Education, 46(3). https://doi.org/10.14221/ajte.2021v46n3.6