Australian Journal of Teacher Education - Volume 46 - Issue 3 - Article 6

Oct 15, 2026

Uploaded by Franzy

This paper investigates early first-year transition experiences of pre-service teacher students through a small-scale qualitative study conducted at one New Zealand university. Data were gathered from 24 students via an essay task six weeks into the first semester and analyzed using Bronfenbrenner’s ecological theory. The analysis identifies barriers and enablers across historical, social, cultural, and political contexts, framing “becoming a pre-service teacher student” as complex and interwoven. Findings inform providers and educators on transition processes, wellbeing, and resilience.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

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Abstract

Introduction

Background

Transitions into University Environments

Australian Journal of Teacher Education | Volume 46 Issue 3 | Article 6 | | --- | --- | | 2021
Students' transitions into initial teacher education: Understanding barriers and enablers through an ecological lens
Diana L. Amundsen
University of Waikato
Nadine Ballam
University of Waikato
Katrina McChesney University of Waikato
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Higher Education Commons, and the Higher Education and Teaching Commons | | Recommended Citation Amundsen, D. L., Ballam, N., & McChesney, K. (2021) . Students' transitions into initial teacher education: Understanding barriers and enablers through an ecological lens. Australian Journal of Teacher Education, 46(3) . [http://dx.doi.org/10.14221/ajte.2021v46n3.6](http://dx.doi.org/10.14221/ajte.2021v46n3.6) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss3/6](https://ro.ecu.edu.au/ajte/vol46/iss3/6) Students' Transitions into Initial Teacher Education: Understanding Barriers and Enablers Through an Ecological Lens. Diana Amundsen Nadine Ballam Katrina McChesney University of Waikato, New Zealand Abstract: This paper presents a small-scale qualitative investigation which explored early first-year transition experiences ofpre-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 ofpre-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. Introduction Even before the Covid-19 pandemic, New Zealand’s teacher shortage had reached crisis levels, compelling the Government in 2019 to contribute a one-off $9.5 million initiative addressing teacher supply. The package aimed to boost teacher supply by recruiting new graduates into teacher training, and to support more teacher graduates into permanent teaching positions (Ministry of Education [MoE], 2019a) . For providers of pre-service teacher programmes, a swell in student enrolment numbers was anticipated throughout 2020 and beyond. The Covid-19 pandemic exacerbated the teacher shortage due to inability to recruit foreign teachers from countries such as Australia and the UK and triggered an even bigger MoE focus on recruiting new teacher trainees (Gerritsen, 2020) . For under-graduate pre-service teacher programmes in New Zealand, this raises important questions for teacher training service providers about how to attract, induct, retain and support students. The transition for students entering university frequently involves great personal investment and significant social displacement (Briggs & Hall, 2012). First-year experiences are seen as high-priority by universities (Palmer et al., 2009), often owing to student attrition consequences impacting institution finances and reputations (Masters & Donnison, 2010) . Yet, as Palmer et al. (2009) state,“the actual experiences of students entering university have somehow failed to attract the level of academic scrutiny that is necessary to appreciate this transition.”(p. 38) .

FAQs

What research method and data source were used to study first-year transitions?

The study used a small-scale qualitative approach. Perceptions were gathered from 24 students through an essay task conducted six weeks into the first semester.

How did the paper analyze the transition experiences?

Bronfenbrenner’s (1979) ecological theory was applied to identify and interpret barriers and enablers present in students’ transition experiences across contexts.

What kinds of transition factors does the study emphasize?

The findings highlight transition experiences as complex and intertwined with historical, social, cultural, and political elements, shaping how students adapt and develop wellbeing and resilience.

Oct 15, 2026

Uploaded by Franzy