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<p>The disparity in <i>classroom readiness</i> terminology within education practice and policy agendas internationally has proved confusing for creating integrated approaches for professional experience placement partnerships between schools and initial teacher education (ITE) providers. This systematic literature review aims to problematise the notion of classroom readiness as presented in the research literature in a way that may provide a more consistent understanding of the term. By better understanding how the heuristic of <i>classroom readiness</i> is perceived across Australian and international literature, the review provides guidance for ITE providers, schooling systems and schools in continuing to develop partnerships that support transitioning pre-service teachers into their chosen profession. Our findings extend our understanding of a developmental approach for pre-service teachers’ preparedness within the theory–practice nexus. We argue that a narrow technicist use of <i>classroom readiness</i> is pervasive in the media and policy that oversimplifies the transition into teaching. Our review provides a more holistic understanding of the term that may offer evolving strategies for supporting ITE students to become teachers. Future research should address the problem across international contexts to reveal the possibilities of learning to teach within the complex imperatives of diverse professional engagement contexts.</p>

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Pre-service teacher preparedness for their profession: a systematic review of the literature

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月20日

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  • Carmel Patterson,
  • Shani Hartley

摘要

The disparity in classroom readiness terminology within education practice and policy agendas internationally has proved confusing for creating integrated approaches for professional experience placement partnerships between schools and initial teacher education (ITE) providers. This systematic literature review aims to problematise the notion of classroom readiness as presented in the research literature in a way that may provide a more consistent understanding of the term. By better understanding how the heuristic of classroom readiness is perceived across Australian and international literature, the review provides guidance for ITE providers, schooling systems and schools in continuing to develop partnerships that support transitioning pre-service teachers into their chosen profession. Our findings extend our understanding of a developmental approach for pre-service teachers’ preparedness within the theory–practice nexus. We argue that a narrow technicist use of classroom readiness is pervasive in the media and policy that oversimplifies the transition into teaching. Our review provides a more holistic understanding of the term that may offer evolving strategies for supporting ITE students to become teachers. Future research should address the problem across international contexts to reveal the possibilities of learning to teach within the complex imperatives of diverse professional engagement contexts.