Initial teacher education is a vital phase in which the student-teachers acquire the knowledge and skills to become a responsible teacher to promote pupils learning. Research has shown that shifts in teacher concerns is an indication of professional maturity. Hence, investigations on teacher concerns provides a substantial basis for planning and implementing teacher education programmes. The present study aims to portrait the professional maturity of the student-teachers at the exit point of the teacher education programme. The teacher concerns of the student-teachers at the point of graduation of the initial primary teacher education programme is identified through a quantitative study. Follow-up interviews were conducted to find out the influencing factors on the perception of the student-teachers. Drawing from the result, implications on the design of initial and further teacher education programmes are discussed.
|Publication status||Published - 1999|