It is Graduation Time. Apart from the turbulence this period brings it also indicates an upcoming period of transition. After a school career ends by having successfully completed the requisite exams college life transfers into hectic uncertainty. It is time to flip school for jobs. But then you wonder: Does my school career in any way help me out there to be successful in the zone of work? Ask those already operative in the world of employment about what they think of the preparatory power of education and ten to one you get smiles of sympathy but hardly enthusiasm when it comes to the question of relevance of education for them right now. There may be even some who consider school an adverse context as they experience no bridging significance between their education and work, especially when taking into consideration school accomplishments as an asset for later success in work. One might object to the contrary that school prepares for later work life by building (sufficient) start competences, i.e, a foundational layer that needs to be worked upon later on, but still. As many testimonials indicate (and also some research, (1)) school based knowledge is seldom a thriving power for later competent performance. This divide has been attributed to a set of reasons: the theory practice gap being among the most prominent (i.e., school is to blame) or referred to as the praxis shock (i.e., student is to blame), and even more alienating: failed induction programs (work is to blame). Never mind these explanations, it is the impact that counts. You don’t want your education to flop. There is hope though.
A Norwegian study on student teacher competence as a predictor for later success in a school career as school teacher showed that levels of teaching competence acquires during the course of the TE program did matter. Perceived competence and self-efficacy as a school teacher were mainly formed during years of active participation in preparation for the profession in teacher education. Even more so, theoretical understanding gained at teacher preparation helped school teachers later on to perceive themselves as good practitioners.
Certainly a hopeful finding and a clear message for those moving from campus to office space. As a reflective signal the study challenges our views on the linkage between school and work (2) which are often quite unidirectional and blunt in demanding immediate gratification of what is learned. School education needs to be ‘useful’ but often it turns out in a different way and more intricate than we think.
The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers by Ida Katrine Riksaasen Hatlevik, Teachers & Teaching Published online: 08 May 2017
Download citation http://dx.doi.org/10.1080/13540602.2017.1322056