Exploring graduate teachers’ perspectives on classroom readiness following completion of teaching performance assessment

This study investigates pre-service teachers’ perceptions of classroom readiness following completion of the Quality Teaching Performance Assessment (QTPA) in an Australian initial teacher education programs. Through a lens of Interpretive Phenomenology using a convergent parallel design, analyses of 189 participant survey responses revealed that while the QTPA is a valuable tool, classroom readiness emerges from integrating multiple elements. Quantitative findings found a significantly higher likelihood of feeling ready in certain course types, while qualitative responses emphasised the critical role of practical engagement, including professional experience placements and limited registration teaching opportunities, in developing classroom readiness. The convergence of findings suggests that while the QTPA provides a framework for demonstrating competencies, the combination of coursework, professional experience, and this capstone assessment cultivates classroom readiness. The research contributes to understanding how classroom readiness develops through the interplay of institutional preparation and practical experience, highlighting the need for a nuanced approach to evaluating teacher preparation that acknowledges both classroom and professional competencies.