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• W3194811027 abstract "Commencing pre-service teachers enter initial teacher education programs withdiverse preconceptions, understandings, beliefs and values about the teachingprofession. A complex mix of personal, professional and contextual factors shapetheir perceptions about the challenges and rewards associated with teaching.These, in turn, influence their development and preparation for the classroom.Contemporary framings of initial teacher education emphasise the importance ofinterrupting and disrupting pre-service teachers’ preconceptions while helpingthem to develop more informed perspectives through critical engagement withtheory and the practical realities of classroom teaching. Pre-service teachers’motivations and aspirations are essential to this process, as they provide theenthusiasm and momentum for reconceptualising perceptions about themselves,the profession, and the lived experience of classroom practitioners. This study investigated the effects of new theoretical knowledge and practicalapplications of this knowledge on pre-service teachers’ perceived preparednessfor classroom teaching. Their changing perceptions were investigated to examineevolving responses to theoretical and practical components of their initial teachereducation program, from commencement to completion. This study utilised amodified case study employing a mixed method design involving the collectionof both qualitative and quantitative data, collected through questionnaires, semistructured interviews, classroom observations and participants’ journal entries.These data revealed parallels between Tasmanian pre-service teachers and othercohorts represented in the literature. Through the contextual lens of theparticipants’ demographic and preferential profiles, a variety of extrinsic, intrinsicand altruistic motivators were identified within the deeply personal andphilosophical drivers for creating change in their own lives and careers. Equally, achange in emphasis, from the pragmatic considerations of the nature of teachers’work to an altruistic view of the contributions to be made through teaching was evident in the narratives of the participants. Additionally, the opportunity toembody and enact lifelong learning was exposed as a particularly motivatingaspect of the teaching profession. Significantly, further analysis emphasised thatthese pre-service teachers approaching transition into the profession hadembarked on a process of continual recalibration of themselves in order to alignwith the priorities of the profession. As such, they described the quality of theirinitial teacher preparation in relation to the influence that their learning contextshad had on them, and how these had created the impetus for change. For some,this presented a particular level of challenge, highlighting perceptions aboutdisconnections between stakeholders working within initial teacher preparationand those supporting beginning teaching. This study is both unique and significant in that it contributes to the limited bodyof knowledge about pre-service teachers within the Tasmanian context,emphasising parallels with those found within other Australian contexts. Thisstudy also highlights the unique contextual factors shaping initial teacherpreparation in Tasmania and captures the discrete evolution of participants’perceptions from commencement to program completion. These insights will beof particular interest to educational researchers, teacher educators, schoolleaders, and system administrators interested in contributing to the strength andcapacity of initial teacher preparation and that of the future Tasmanian and thewider national teaching workforce." @default.
• W3194811027 created "2021-08-30" @default.
• W3194811027 creator A5005918650 @default.
• W3194811027 date "2018-01-01" @default.
• W3194811027 modified "2023-09-27" @default.
• W3194811027 title "Pre-service teachers’ evolving perceptions and responses to teaching: changing career to find meaning and purpose" @default.
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