EduResearch Matters September 1, 2025 by Nerida Spina, Rebecca Spooner-Lane, Elizabeth Briant and Julia Mascadri
When it comes to new teachers, there is an expectation that they are “classroom ready” from day one on the job.
Yet there is mounting evidence that new teachers are being sent into schools that areshort-staffed and where experienced teachers are leaving the profession, feeling high levels of stress and burn out.
Clearly, even at the best of times, teaching is a complex profession. Developing proficiency to work in this kind of context requires time, experience, and supported opportunities for feedback and reflection.
“Classroom readiness” has become a buzzword in education policy and teacher education; all initial teacher education providers need to assess graduates’ readiness through Teaching Performance Assessments.
Given that it is so challenging to create workplaces that keep experienced teachers in the profession, our research looked at these expectations of new teachers. We conducted a scoping review to examine what ‘classroom readiness’ means, and whether or not it can – or should – be assessed.
Read here
