From Preparation to Practice: Evaluating the Impact of Teacher Education and Early Career Professional Development

Abstract

This research explores the influence of pre-service teacher preparation and early career professional support on practice in the classroom. The study sought to assess the impact of teacher education and early career professional development on teachers’ preparedness, confidence and self-efficacy. A mixed-methods, cross-sectional design was used. The study involved a sample of 180 early-career teachers who responded to a questionnaire, and 12 teachers who were interviewed. It was found that initial teacher preparation positively influenced lesson preparation, pedagogic knowledge, professional identity, and reflection. But classroom management skills and dealing with day-to-day school issues were identified as poor areas. Early-career professional development, such as mentoring, induction, peer collaboration and workshops, had a significant impact on teaching practice and was a better predictor of teaching efficacy. The study suggests that teacher development should be considered a journey from preparation to workplace. Therefore, better co-operation between teacher education and schools is needed to support early career teachers in their professional transition, teaching practice and ongoing development.

Keywords: Teacher education, beginning teachers, professional development, classroom practice, teaching effectiveness, mentoring, teacher preparedness