Students' transitions into initial teacher education: Understanding barriers and enablers through an ecological lens

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dc.contributor.authorAmundsen, Diana Leighen_NZ
dc.contributor.authorBallam, Nadine Dawnen_NZ
dc.contributor.authorMcChesney, Katrinaen_NZ
dc.date.accessioned2021-05-09T22:07:35Z
dc.date.available2021-05-09T22:07:35Z
dc.date.issued2021en_NZ
dc.description.abstractThis paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements. These findings have implications for providers and educators of pre-service teacher programmes. Purposeful application of Bronfenbrenner’s theory to identify, name and understand how various transition barriers and enablers impact wellbeing and resilience could open up a more visible, shared and understood transition experience.en_NZ
dc.format.mimetypeapplication/pdf
dc.identifier.citationAmundsen, D. L., Ballam, N. D., & McChesney, K. (2021). Students’ transitions into initial teacher education: Understanding barriers and enablers through an ecological lens. Australian Journal of Teacher Education, 46(3), 91–111.en
dc.identifier.issn0313-5373en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/14296
dc.language.isoen
dc.publisherEdith Cowan Universityen_NZ
dc.relation.isPartOfAustralian Journal of Teacher Educationen_NZ
dc.relation.urihttps://ro.ecu.edu.au/ajte/vol46/iss3/6/en_NZ
dc.rightsThis article has been published in the journal: Australian Journal of Teacher Education. Used with permission.
dc.titleStudents' transitions into initial teacher education: Understanding barriers and enablers through an ecological lensen_NZ
dc.typeJournal Article
pubs.begin-page91
pubs.elements-id260914
pubs.end-page111
pubs.issue3en_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2025 PBRF
pubs.organisational-group/Waikato/DEDU
pubs.organisational-group/Waikato/DEDU/2025 PBRF - DEDU
pubs.organisational-group/Waikato/DEDU/DEDU Academics
pubs.organisational-group/Waikato/DEDU/SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/2025 PBRF - SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/SEDU Academics
pubs.publication-statusPublished onlineen_NZ
pubs.user.infoMcChesney, Katrina (kmcchesn@waikato.ac.nz)
pubs.user.infoAmundsen, Diana (damundse@waikato.ac.nz)
pubs.user.infoBallam, Nadine (nballam@waikato.ac.nz)
pubs.volume46en_NZ
uow.verification.statusverified
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