Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency

Abstract

In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first‐ and second‐year preservice teachers in a graduate‐entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short‐answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards‐integrated initial teacher education programme approaches; preservice and early‐career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks.