[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593718-105":59,"doc-detail-593718-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","graduate-standards-for-teachers-final-year-preservice-teachers-potentially-identify-the-gaps","Graduate Standards for Teachers - Final-year Preservice Teachers Potentially Identify the Gaps","","The Australian Professional Standards for Teachers (APST) define attributes, skills, and practices required across teachers’ career stages. This mixed-method study examines final-year preservice teachers’ self-reported confidence against APST for the graduate stage using a Likert survey and interviews. Many participants reported confidence gaps, notably in supporting full participation for students with disability, teaching Aboriginal and Torres Strait Islander students, partnering with families, and reporting learning to parents and carers. Qualitative responses (n=10) attributed gaps to limited experience and a need for practicum-based university learning opportunities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/graduate-standards-for-teachers-final-year-preservice-teachers-potentially-identify-the-gaps/593718/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/graduate-standards-for-teachers-final-year-preservice-teachers-potentially-identify-the-gaps/593718.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What standards framework does the study focus on?","Question",{"text":112,"@type":113},"The study focuses on the Australian Professional Standards for Teachers (APST) and its graduate career stage expectations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate preservice teachers’ preparedness?",{"text":117,"@type":113},"It uses a mixed-method design: a Likert-scale survey assessing self-reported confidence and follow-up interviews explaining identified gaps.",{"name":119,"@type":110,"acceptedAnswer":120},"Which areas show the largest confidence gaps among final-year preservice teachers?",{"text":121,"@type":113},"Many preservice teachers reported lacking confidence in supporting students with disability, teaching Aboriginal and Torres Strait Islander students, engaging parents and carers to support learning, and reporting student learning to families.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593718,1792231194,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 9 | Article 8 |\n| --- | --- |\n| 2016\u003Cbr>Graduate Standards for Teachers: Final-year Preservice Teachers Potentially Identify the Gaps\u003Cbr>Suzanne M. Hudson\u003Cbr>Southern Cross University, [sue.hudson@scu.edu.au](sue.hudson@scu.edu.au)\u003Cbr>Peter Hudson\u003Cbr>Queensland University of Technology, [dr.p.hudson@gmail.com](dr.p.hudson@gmail.com)\u003Cbr>Noelene L. Weatherby-Fell\u003Cbr>University of Wollongong, [noelene@uow.edu.au](noelene@uow.edu.au)\u003Cbr>Brad Shipway\u003Cbr>Southern Cross University, [brad.shipway@scu.edu.au](brad.shipway@scu.edu.au) |  |\n\nRecommended Citation  \nHudson, S. M., Hudson, P., Weatherby-Fell, N. L., & Shipway, B. (2016). Graduate Standards for Teachers: Final-year Preservice Teachers Potentially Identify the Gaps. Australian Journal of Teacher Education, 41 (9).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss9/8](http://ro.ecu.edu.au/ajte/vol41/iss9/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss9/8](http://ro.ecu.edu.au/ajte/vol41/iss9/8)  \nGraduate Standards for Teachers: Final-year Preservice Teachers  \nPotentially Identify the Gaps  \nSuzanne Hudson  \nSouthern Cross University  \nPeter Hudson  \nQueensland University of Technology  \nNoelene Weatherby-Fell  \nUniversity of Wollongong  \nBrad Shipway  \nSouthern Cross University  \nAbstract: The Australian Professional Standards for Teachers (APST) were devised to identify the attributes, skills and practices required of teachers at various career stages. This study investigates final-year preservice teachers’ se-reported confidence against the APST at the graduate career stage. This mixed-method study used a Likert scale  \nsurvey and interviews. Preservice teachers indicated areas of  \nconfidence, and also identified potential gaps in their teacher  \npreparation with 30% or more of preservice teachers indicating they  \nlacked confidence to: Use strategies to support full participation of  \nstudents with a disability; demonstrate understanding for teaching  \nAboriginal and Torres Strait Islander students; engage with parents and carers to support student learning; and report on student learning to parents and carers. Qualitative data (n=10) explained reasons for these potential gaps, such as a “lack of experience in these areas of teaching” and a need for “universities to ensure experiences in these  \nareas during practicum”.  \nIntroduction  \nIn 2010 the Australian Institute for Teaching and School Leadership (AITSL) assumed responsibility for the Australian Professional Standards for Teachers, which were endorsed by the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) in the December of that year (AITSL, 2011) . The standards were developed to highlight the attributes and practices for teachers at the various career stages of teaching (e.g. Graduate, Proficient, Highly Accomplished and Lead) . For preservice teachers, their goal is to work towards meeting the graduate career stage to successfully make the transition to the profession. However, there is little or no evidence investigating final-year preservice teachers’ perceptions oftheir preparedness to implement these standards before entering the profession. The study aims to determine final-year preservice teachers’perceived readiness for the profession against the prescribed APST at the graduate career stage. The study also attempts to identify potential gaps in their teacher education by considering preservice teachers’ perspectives about their confidence for implementing the standards. Understanding the gaps in teacher education from an end-user perspective may assist to advance educational programs presented by tertiary providers.  \nLiterature and Background  \nUniversities are continually under pressure to enhance their teacher preparation programs for producing work-ready graduates (Barrie, 2006; Teacher Education Ministerial Advisory Group [TEMAG], 2014) . This ","cbCaiiEWl3GwCRNl","https://ap.wps.com/l/cbCaiiEWl3GwCRNl","pdf",724625,18,"English","# Abstract\n# Introduction\n# Literature and Background","[{\"question\":\"What standards framework does the study focus on?\",\"answer\":\"The study focuses on the Australian Professional Standards for Teachers (APST) and its graduate career stage expectations.\"},{\"question\":\"How does the study evaluate preservice teachers’ preparedness?\",\"answer\":\"It uses a mixed-method design: a Likert-scale survey assessing self-reported confidence and follow-up interviews explaining identified gaps.\"},{\"question\":\"Which areas show the largest confidence gaps among final-year preservice teachers?\",\"answer\":\"Many preservice teachers reported lacking confidence in supporting students with disability, teaching Aboriginal and Torres Strait Islander students, engaging parents and carers to support learning, and reporting student learning to families.\"}]","Graduate Standards for Teachers - Final-year Preservice Teachers Potentially Identify the Gaps | PDF",1792077781,45]