Mapping initial teacher education program courses with professional standards of teachers: implications for professional learning

Purpose This study aims to investigate the alignment of initial teacher education (ITE) courses with the Australian Professional Standards for Teachers (APSTs), drawing on Shulman’s (1986) categories of teacher competencies for teaching and Grossman’s (1990) model for sources of teacher competencies. Design/methodology/approach The study was conducted at a School of Education at a regional university in Australia. Data were collected from relevant accreditation documents and course specifications, comprising 96 course specifications and three accreditation documents. Findings The findings revealed that the ITE courses primarily focused on “Professional Knowledge” while placing less emphasis on “Professional Engagement”. The courses strongly emphasised planning for and implementing effective teaching and learning competencies. Additionally, the study found no significant difference in the preference for the APSTs across different programs or within a program. Originality/value This study highlights the importance of evaluating the alignment of ITE courses with APSTs and suggests the need for additional professional learning opportunities for graduate teachers to enhance their professional engagement competencies.