Examining attributes of preservice teachers’ vulnerability: Exploring challenging lived experiences during professional experience placements

• Identifies key vulnerability attributes linked to the placements of pre-service teachers (PSTs). • Uses mixed methods to analyse 304 final professional experience reports. • PST inclusion and parent engagement practices are a major challenge. • Proposes microsystem support frameworks to assist at-risk PSTs. • Offers policy-relevant insights to initial teacher education providers and education stakeholders. In this mixed methods study, the attributes of vulnerability experienced by pre-service teachers (PSTs) enrolled in professional experience placement units were examined. The study’s theoretical framing involved a context-conscious understanding of PSTs’ applied pedagogical content knowledge, which underpinned the identification of key attributes of their vulnerability. Participating PSTs’ vulnerability during their professional experiences was investigated and conceptualised using a mixed-methods approach, which involved document analysis with thematic analysis for the qualitative phase and z-score comparisons and regression analysis for the quantitative phase. The pilot study included PSTs’ final professional experience reports for the units identified as appropriate for a pilot project. The focus was on fundamental skills assessment against the Australian Professional Standards for Teachers and related open comments. In total, 304 completed documents were analysed from 243 female and 61 male PSTs. The vulnerability attributes were examined using the ‘standard descriptors’ in the reports awarded passing grades (e.g., ‘exceeding’, ‘competent’, or ‘developing’) and the ‘carefully considered final grade’ (e.g., ‘attention needed’ and ‘not developed’). The duration of the professional experience placements varied between 15 and 20 days. The qualitative findings show that the lower grades pertained to interrelationships, pedagogical knowledge, pedagogical content knowledge, differentiation in lessons, behaviour management, inclusive classrooms, school communication, and restricted lesson planning. Additionally, limited engagement with parents/carers and the development of Indigenous knowledge and awareness restricted attention to feedback and its implementation. This article concludes with some implications for local and national higher education policies, with a strategic focus on supporting PSTs.