Abstract
This chapter discusses how beginning teachers perceive their preparedness for work, drawing on findings from the Studying the Effectiveness of Teacher Education (SETE) project (Mayer et al. 2017). The goal of this large-scale, longitudinal project was to explore graduate teachers’ experiences in Australia in order to understand their perceptions of teacher preparation and teaching in the early years of their career. In doing so, the study sought to understand: first, how effective graduates and principals perceived teacher education programs to be in preparing the graduates for the diverse settings in which they take up teaching employment; second, whether there were any aspects of the teacher education programs that seemed to be linked to their preparedness for teaching and their effectiveness as beginning teachers; and third, the career and employment pathways of the new teachers as well as retention and attrition. In this chapter, the focus is on the teachers’ experience of perception as they transition across professional spaces between universities and schools. The transitional synthesis of perceptions has wide-ranging implications for understanding the utility of teacher education in and through situated experiences of beginning teachers in schools.
Perception is not a science of the world, it is not even an act, a deliberate taking up of a position; it is the background from which all acts stand out, and is presupposed by them.
Merleau-Ponty 1962, p. xi
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Acknowledgements
The Studying the Effectiveness of Teacher Education project was supported by a strong partnership involving the Victorian Institute of Teaching (VIT), the Queensland College of Teachers (QCT), the Victorian Department of Education and Early Childhood Development (DEECD, now the Department of Education and Training), the Queensland Department of Education Training and Employment (QDETE), Deakin University’s School of Education in Victoria, and Griffith University’s School of Education and Professional Studies in Queensland. This research was supported under Australian Research Council’s Linkage Projects funding scheme (project LP110100003). The views expressed herein are those of the author and are not necessarily those of the other members of the research team, the Australian Research Council or the Industry Partners. The project team consisted of Diane Mayer (Victoria University/Sydney University), Brenton Doecke (Deakin University), Mary Dixon (Deakin University), Alex Kostogriz (Monash University), Andrea Allard (Deakin University), Simone White (Queensland University of Technology), Bernadette Walker-Gibbs (Deakin University), Leonie Rowan (Griffith University), Jodie Kline (Deakin University), Julianne Moss (Deakin University), and Phillipa Hodder (Deakin University).
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Kostogriz, A. (2018). Early Career Teachers’ Perceptions of Initial Teacher Education. In: Wyatt-Smith, C., Adie, L. (eds) Innovation and Accountability in Teacher Education. Teacher Education, Learning Innovation and Accountability. Springer, Singapore. https://doi.org/10.1007/978-981-13-2026-2_15
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