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Important non-academic attributes in Australian initial teacher education

Sheridan, L, Coleman, B ORCID: 0000-0003-0373-2269 and Durksen, TL 2021 , 'Important non-academic attributes in Australian initial teacher education' , Australian Educational Researcher , doi: 10.1007/s13384-021-00443-x.

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Current policy initiatives are requiring Initial Teacher Education (ITE) providersto select teachers with both the academic and non-academic attributes that ensuretheir suitability for teaching and their classroom readiness. Research evidence haslinked non-academic attributes to teacher quality, student learning outcomes, teacherretention and career satisfaction and success. This study identifes attributes as core,common and contextual across Australia’s ITE providers. We apply the work ofRimm-Kaufman and Hamre (The role of psychological and developmental sciencein eforts to improve teacher quality. Teach Coll Rec 112(12):2988–3023, 2010) tointerrogate the non-academic attributes associated with success in teaching. Ourfndings revealed a wide range of selection tools and approaches used by Australian ITE providers, refecting commonality and contextual diferences in the nonacademic attributes for teaching. We argue that an awareness of what is ‘core’ isimportant so that ITE providers can move beyond simple compliance to the important task of guidance, development, practice and exposure, while building and nurturing authentic opportunities for preservice teachers’ social and relational growth.

Item Type: Article
Authors/Creators:Sheridan, L and Coleman, B and Durksen, TL
Keywords: non-academic attributes, teacher selection tools, teacher quality, initial teacher education
Journal or Publication Title: Australian Educational Researcher
Publisher: Springer Netherlands
ISSN: 0311-6999
DOI / ID Number: 10.1007/s13384-021-00443-x
Copyright Information:

© The Australian Association for Research in Education, Inc. 2021

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