Pre-service teachers’ impact on student learning

planning, teaching, and assessing during professional practice

Research output: Contribution to journalArticle

2 Citations (Scopus)


This paper reports a pilot study to investigate four pre-service teachers’ reports of their impact on student learning while they completed a four-week professional experience block. We used Hiebert, Morris, Berk, and Jansen’s (2007) framework for teacher preparation to analyse the how the participants planned, assessed and reflected on a lesson sequence. Data collected were the pre-service teachers’ learning diary entries completed during the four-week block and an online questionnaire and interview completed at the end of the teaching block. Results indicate that the pre-service teachers struggled to identify clear learning goals for students which adversely impacted their ability to plan their lessons and assess students’ learning. Implications for teacher education programs are discussed.
Original languageEnglish
Article number5
Pages (from-to)66-81
Number of pages16
JournalAustralian Journal of Teacher Education
Issue number2
Publication statusPublished - Feb 2019

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