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Article
Graduate standards for teachers: final-year preservice teachers potentially identify the gaps
Australian Journal of Teacher Education
  • Suzanne M Hudson, Southern Cross University
  • Peter Hudson, Queensland University of Technology
  • Noelene L Weatherby-Fell, University of Wollongong
  • Brad Shipway, Southern Cross University
Document Type
Article
Publication Date
1-1-2016
Peer Reviewed
Peer-Reviewed
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”.

Disciplines
Citation Information

Hudson, S, Hudson, P, Weatherby-Fell, NL & Shipway, B 2016, 'Graduate standards for teachers: final-year preservice teachers potentially identify the gaps', Australian Journal of Teacher Education, vol. 41, no. 9, pp. 135-151.

Published version available from:

http://dx.doi.org/10.14221/ajte.2016v41n9.8