A Case Study of Early Career Secondary Teachers' Perceptions of Their Preparedness for Teaching: Lessons from Australia and Spain

Autor/inn/en	Salazar Noguera, Joana; McCluskey, Kerryn
Titel	A Case Study of Early Career Secondary Teachers' Perceptions of Their Preparedness for Teaching: Lessons from Australia and Spain
Quelle	In: Teacher Development, 21 (2017) 1, S.101-117 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1204353
Schlagwörter	Case Studies; Faculty Development; Beginning Teachers; Secondary School Teachers; Interviews; Teacher Attitudes; Practicums; Professional Identity; Foreign Countries; Preservice Teacher Education; Qualitative Research; Educational Quality; Cross Cultural Studies; Questionnaires; Australia; Spain + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Lehrerverhalten; Practicum; Praktikum; Praktika; Ausland; Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Quality of education; Bildungsqualität; Cultural comparison; Kulturvergleich; Fragebogen; Australien; Spanien
Abstract	This paper presents an international comparison of Australian and Spanish secondary teachers' perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe they are prepared for their careers through their teacher training and, secondly, what teachers have learned as practicing teachers. A qualitative case study was conducted to uncover whether similar issues raised by early career teachers were identified in different contexts. Data were collected through interviews with secondary teachers (N = 11) from Australia and Spain in their third year of full-time teaching. Findings suggest similar positive perceptions towards their practicum experiences, transition to beginning teachers and professional development. However, differences were found in their early career experiences regarding professional learning and their development of identity. Implications of the study are discussed by identifying strategies to improve pre-service education for secondary teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01