Exploring Professional Identity: Graduate Teachers’ Perception of Classroom Readiness and Identity Through the Completion of a Teacher Performance Assessment (TPA)

About the research project

The Australian Government mandated Teacher Performance Assessment (TPA) is a significant milestone for all graduate teachers as they transition from preservice to early career educators. This investigation aims to explore the development of professional identity and perception of classroom readiness of graduate teachers while undertaking and completing a Teacher Performance Assessment (TPA). While TPAs are embedded in all Initial Teacher Education (ITE) programs offered nationally, limited research has examined their effects on professional identity formation and perceived preparedness for the classroom from the perspective of the graduates themselves. 

The study may employ a mixed methods design, utilising quantitative surveys and semi-structured interviews. Sampling will target University of Tasmania final year preservice teachers enrolled in Preparing for the Profession units, which house the TPA in both the Bachelor of Education and Master of Teaching programs. These preservice teachers will be invited to complete a validated questionnaire documenting perceived readiness and professional self-efficacy in the classroom before and after completing their TPA. The Teacher Self-Efficacy Scale will be embedded in the survey, with scope to contextualise questions related specifically to the TPA undertaken and the highly contextualised lived experience of the participant. Participants will be further invited to participate in semi-structured interviews to further expand, clarify and document the lived experience, perceptions of professional identity formation and classroom readiness.  

The TPA undertaken at the University of Tasmania requires preservice teachers to produce practice-based evidence of the teaching cycle (Planning, Teaching, Assessing, Reflection) and evidence of impact on student learning. The process of documenting and evidencing practice is a professional requirement beyond graduation, as they seek to retain and formalise their teacher registration beyond provisional status. Documentation of practice allows graduate teachers to support career progression steps from Graduate to High Achieving and Lead Teacher (AITSL, 2011). Beyond the documentation of practice, preservice teachers' emerging professional identity and developing sense of self-efficacy have implications for teacher retention and career success and longevity. In the current Australian context, where teacher shortages are a growing concern across all geographical locations and sector systems, understanding what strengthens or erodes professional confidence at this critical juncture in teacher transition from preservice to graduate teachers is a significant area of study.  

Australian Institute for Teaching and School Leadership (AITSL). (2011). *Australian professional standards for teachers*. AITSL. https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pd 

Primary supervisor

Meet Doctor Michelle Parks

Funding

Applicants will be considered for a Research Training Program (RTP) scholarship or Tasmania Graduate Research Scholarship (TGRS) which, if successful, provides:

• a living allowance stipend funded by University of Tasmania of $34,315 per annum for 3.5 years

A tuition fee offset may be offered to eligible international applicants following competitive assessment 

As part of the application process you may indicate if you do not wish to be considered for scholarship funding.

Other funding opportunities and fees

For further information regarding other scholarships on offer, and the various fees for undertaking a research degree, please visit our Scholarships and fees on research degrees page.

Eligibility

Applicants should review the Higher Degree by Research minimum entry requirements.

Ensure your eligibility for the scholarship round by referring to our Key Dates.

Additional eligibility criteria specific to this project/scholarship:

The successful applicant will have an interest in early-career teacher development and professional identity. The project offers opportunities for original scholarship, engagement with the teaching profession, and the development of a deep understanding of the Teacher Performance Assessment (TPA) requirements currently mandated in Australia and how this requirement shapes emerging teachers' perception of self as they enter the teaching profession.

Selection criteria

The project is competitively assessed and awarded. Selection is based on academic merit and suitability to the project as determined by the College.

Additional essential selection criteria specific to this project:

Applicants must have a:

• An eligible Master's or Honours degree in Education or a related field.
• A substantial research thesis (significant proportion of the degree) demonstrating an ability to conduct independent research.
• Knowledge of Initial Teacher Education in Australia, the role of TPAs in graduate teacher accreditation and familiarity with the Australian Professional Standard for Teachers (AITSL).
• Experience in mixed methods research design.
• Demonstrated capacity in quantitative and qualitative data collection and analysis.
• Experience teaching in a higher education context.
• Excellent academic writing and communication skills.
• Ability to critically analyse educational research and policy.

Additional desirable selection criteria specific to this project:

Applicants with the following will be highly regarded:

• Direct experience with TPA design, implementation, or assessment in an ITE program
• Experience working with preservice or early career teachers
• Familiarity with or use of the Teacher Self-Efficacy Scale or similar validated instruments
• Evidence of research outputs (e.g., publications, conference presentations)
• Experience with education policy analysis, particularly relating to teacher standards or workforce issues
• Experience using statistical software (e.g., SPSS,) and qualitative analysis tools (e.g., NVivo)

Application process

1. Select your project, and check that you meet the eligibility and selection criteria, including citizenship;
2. Contact Doctor Michelle Parks to discuss your suitability and the project's requirements; and
3. In your application:
   • Copy and paste the title of the project from this advertisement into your application. If you don’t correctly do this your application may be rejected.
   • Submit a signed supervisory support form, a CV including contact details of 2 referees and your project research proposal.
4. Apply prior to 1 October 2026.

Full details of the application process can be found under the ' How to apply ' section of the Research Degrees website.

Following the closing date applications will be assessed within the College. Applicants should expect to receive notification of the outcome by email by the advertised outcome date.

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