This paper describes a research project that investigated first year pre-service teachers' learning experience and developed an engagement framework based upon the "transition pedagogy". Three components were identified in the framework: a) diversity of the first year pre-service teachers and their transition into the teaching profession, b) design of student engagement and assessment in teacher education programs, and c) Perceived Stress Scale (PSS) Screening and Support System. Teacher educators may find this paper useful in providing greater understanding of the learning experience of first year pre-service teachers. It also offers an evidence base for building support systems and strategies to improve retention rates, which can lead to ways of increasing education course completion rates.
|Title of host publication||Teaching and learning uncapped|
|Editors||Roger Atkinson, Clare McBeth|
|Place of Publication||Australia|
|Number of pages||8|
|Publication status||Published - 2015|
|Event||Teaching and Learning Forum (TLF 2015 24th) - The University of Western Australia, Perth, Australia|
Duration: 29 Jan 2015 → 30 Jan 2015
Conference number: 2015 (24th)
|Conference||Teaching and Learning Forum (TLF 2015 24th)|
|Period||29/01/15 → 30/01/15|
Geng, H., Buckworth, J., Crerar, J., Robbins, D., Kersten, T., & Midford, R. (2015). Development of an engagement framework for a first year teacher education program. In R. Atkinson, & C. McBeth (Eds.), Teaching and learning uncapped (Vol. 1, pp. -). Unknown.