Source: Asia-Pacific Journal of Teacher Education, Volume 41, Issue 2, 2013, pages 144-158.
For graduating teachers, the bridging period between formal teacher preparation and joining the profession is a time of high anxiety and great excitement.
In Australia, the transition to teaching remains largely a school-based affair.
However, individual schools may not have the resources to support a comprehensive and cohesive transition program.
This article discusses a pilot university program of extended teacher preparation.
The paper reports on the perceived professional learning needs of a group of graduates as they transition to teaching.
The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching.
The authors argue that university-based programs are one way of providing professional learning and support for beginning teachers.