Author ORCID Identifier
Abstract
This study explores the perspectives of preserviceteacher candidates on the topics in education they perceive as the most important and urgent as they prepare for their first year of teaching. Utilizing quantitative methodology, the study aims to identify and prioritize educational topics sixty (n = 60) preservice teacher candidates believed were critical to their professional development. Participants are asked to rate the topics based on two criteria: urgency and importance. Each topic is rated on a scale from 0 to 5, where 0 indicated unfamiliarly with the topic, 1 indicated low urgency or importance, and 5 indicates high urgency or importance. The top five topics all students perceived as most important and most urgent included: Classroom Management, Student Behavior, School Safety, Teacher Burnout, and IEPS/504s. The findings provide insight into the current priorities and the concerns of future teachers, informing the teacher education program about areas that require immediate attention and resources. This study aims to enhance the relevance and effectiveness of teacher education programs to ensure teacher readiness during their first year in the profession.
Recommended Citation
Wolff, D., Klimek, S., & Dale, E. Y. (2026). Listening to Learn: Preservice Teachers’ Voice on What Matters Most in their University Preparation Programs. The Interactive Journal of Global Leadership and Learning, 4(3). https://doi.org/10.55354/2692-3394.1067
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Leadership Studies Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons, Secondary Education and Teaching Commons
