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By prioritizing preservice teachers’ voices, the research found three orientations toward learning to teach. Although specific to one regional program, the findings provide teacher educators guidance for understanding learning to teach in contemporary contexts.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-to-teach-what-do-pre-service-teachers-report/593682/",{"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/learning-to-teach-what-do-pre-service-teachers-report/593682.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","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 approach does the study use to understand learning to teach?","Question",{"text":112,"@type":113},"The study takes a sociocultural approach to examining learning to teach and the factors that shape it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many pre-service teachers participated, and where are they from?",{"text":117,"@type":113},"Seven pre-service teachers participated, all in the final year of a Bachelor of Education course at a regional Australian university campus.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about learning to teach?",{"text":121,"@type":113},"It identified three orientations toward learning to teach, based on what the pre-service teachers reported as significant influences.","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},593682,1792189708,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"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 40 | Issue 11 | Article 7 |\n| --- | --- |\n| 2015\u003Cbr>Learning to Teach: What Do Pre-service Teachers Report.\u003Cbr>Dawn A. Naylor\u003Cbr>Edith Cowan University, [dawn.naylor@ecu.edu.au](dawn.naylor@ecu.edu.au)\u003Cbr>Glenda Campbell-Evans\u003Cbr>Edith Cowan University, [g.campbell_evans@ecu.edu.au](g.campbell_evans@ecu.edu.au)\u003Cbr>Carmel Maloney\u003Cbr>Edith Cowan University, [cemaloney1@gmail.com](cemaloney1@gmail.com) |  |\n\nRecommended Citation  \nNaylor, D. A., Campbell-Evans, G., & Maloney, C. (2015). Learning to Teach: What Do Pre-service Teachers Report.. Australian Journal of Teacher Education, 40 (11).  \n[http://dx.doi.org/10.14221/ajte.2015v40n11.7](http://dx.doi.org/10.14221/ajte.2015v40n11.7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss11/7](http://ro.ecu.edu.au/ajte/vol40/iss11/7)  \nLearning to Teach: What Do Pre-service Teachers Report.  \nDawn Naylor  \nGlenda Campbell-Evans  \nCarmel Maloney  \nEdith Cowan University  \nAbstract: Taking a sociocultural approach to understanding the  \nphenomenon of learning to teach, this study examined the extent to  \nwhich seven pre-service teachers, in their final year of a Bachelor of  \nEducation course in a regional Australian university campus,  \nidentified personal, professional and contextual aspects as significant influences on learning to teach. By listening to the voices of the preservice teachers, this study found three orientations towards learning  \nto teach. While these orientations were specific to the pre-service  \nteachers enrolled in one regional teacher education program, they do offer teacher educators some insight and advice into the phenomenon  \nof learning to teach in contemporary times.  \nKeywords: pre-service teachers; initial teacher education; learning to  \nteach; sociocultural theory  \nIntroduction  \nIn a climate of public accountability, publicised standards of student achievement, national accreditation of teacher education and national teaching standards, teachers and initial teacher education preparation courses are never far from criticism. Surveys of graduates, teachers, principals and education systems, both nationally and internationally, report that initial teacher education preparation does not adequately prepare graduands for real teaching (Commonwealth of Australia, 2007; Roofe & Miller, 2013). A plethora of reports and research over time outline the criticisms of teacher education which include; lack of practicum; separation of theory and practice; transmissive teaching model; lack of accountability; fragmentation of coursework and; lack of collaboration and consultation between university, schools and in-service teachers (Allen, 2009; Ingvarson et al, 2004; Commonwealth of Australia, 2007; Council for the Accreditation of Education Profession [CAEP] , 2013; National Board for Professional Teaching Standards [NBPTS], 2000) . Moreover, many pre-service and in-service teachers have asserted that their practicum experience had the greatest impact on learning to teach (Adoniou, 2013; Hastings, 2010) and pre-service and in-service teachers often claimed that in-school contexts allowed for immersion in the “practical, real and immediate” teaching contexts, whereas the university context was often seen as “theoretical and remote”(Allen, 2009, p. 653) . There is also a common misconception among the general public and lay persons that teaching is a task that most educated people can do. However, effective teaching goes beyond simply knowing subject matter or theory, having interpersonal dispositions to teaching, or having a ‘bag of tricks’. Researchers have described the phenomenon as a complex, dynamic and idiosyncratic  \nprocess that takes time and is constantly evolving (Darling-Hammond, 2006; Grossman, Hammerness & McDonald 2014; Morrison, 2013) .  \nLearning to teach is complex because of the roles and responsibilities teachers have to play, the nature of schools and clas","cbCaivRpTTDkKatw","https://ap.wps.com/l/cbCaivRpTTDkKatw","pdf",347434,18,"English","# Introduction\n## Conceptual Framework for the Study","[{\"question\":\"What approach does the study use to understand learning to teach?\",\"answer\":\"The study takes a sociocultural approach to examining learning to teach and the factors that shape it.\"},{\"question\":\"How many pre-service teachers participated, and where are they from?\",\"answer\":\"Seven pre-service teachers participated, all in the final year of a Bachelor of Education course at a regional Australian university campus.\"},{\"question\":\"What did the study find about learning to teach?\",\"answer\":\"It identified three orientations toward learning to teach, based on what the pre-service teachers reported as significant influences.\"}]","Learning to Teach: What Do Pre-service Teachers Report | PDF",1792077708,45]