Abstract:
It is important that initial teacher education (ITE) programs situate preservice teachers to be well prepared to flourish in their teaching careers. Currently in Australia most funding is directed towards recruitment into ITE program, whereas comparatively little money is focused on teacher retention. This is concerning given workforce shortages and beginning teacher attrition are currently significant national and international issues, particularly in particular subject areas such as secondary mathematics where shortages are particularly pronounced. Part of situating preservice teachers to flourish and remain in their careers is ensuring they develop a positive teacher identity. Prior research has indicated that school-based placements are a critical time in which teacher identity is developed. Therefore, this study focused on these experiences and how they shaped preservice teacher identity in a positive way prepared them to flourish in their future careers. In this study, one cohort (N=43) of preservice teachers (secondary mathematics) were followed over a 12-month period as they entered their first and second teaching placements. Questionnaires were administered pre- and post-placement and in-depth case studies were conducted with 6 participants to explore how participants anticipated job enjoyment shifted and the reasons for these shifts during this formative period. The findings have implications for the features of a high-quality placement that prepare beginning teachers to flourish, and remain, in their careers.