Conceptualising preparedness for practice: A scoping review of the experiences and perspectives of pre-service and early career teachers

The factors influencing retention and attrition are well-documented in the literature; however, there is limited consensus regarding ‘preparedness for practice’ (PFP) for beginning teachers. Using Self-determination Theory as an analytical lens, this review explored the perspectives and experiences of beginning teachers regarding PFP. Using the PRISMA-ScR method, the search yielded 2365 sources, of which 101 were included after full-text screening. The narrative synthesis of the included studies ( n = 22) resulted in three groups concerning PFP: 1) pedagogy, curriculum, and content knowledge 2) professional practice, and 3) cultural awareness, inclusive education and student learning needs. Only one study has attempted to define or conceptualise PFP, indicating a gap in the existing literature on supports that help beginning teachers think (competency), feel (relatedness), and act (autonomy) like qualified teachers. Without a clear definition of PFP, we risk targeting surface-level competencies and overlooking the relational capabilities required for effective teaching .