This paper presents an international comparison of Australian and Spanish secondary teachers’ perceptions about the effectiveness of their pre-service education and their learning as in-service teachers. It aims to identify, firstly, the extent to which beginning teachers believe
they are prepared for their careers through their teacher training and, secondly, what teachers have learned as practicing teachers. A qualitative case study was conducted to uncover whether similar issues raised by early career teachers were identified in different contexts. Data were collected
through interviews with secondary teachers (N = 11) from Australia and Spain in their third year of full-time teaching. Findings suggest similar positive perceptions towards their practicum experiences, transition to beginning teachers and professional development. However,
differences were found in their early career experiences regarding professional learning and their development of identity. Implications of the study are discussed by identifying strategies to improve pre-service education for secondary teachers.
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early career teacher;
secondary education teacher;
Document Type: Research Article
Department of Spanish, Modern and Classical Philology, University of the Balearic Islands, R. Llull, Cra. Valldemossa 7, 5, 07122, Palma de Mallorca, Spain
Faculty of Humanities and Social Sciences, The School of Education, The University of Queensland, St Lucia, Queensland, 4072, Australia
January 1, 2017