Fostering Effective Career Readiness of Future Teachers through Organizational Learning.

A Pilot Study

Abstract

Berliner argues that expert knowledge is a multifaceted concept that extends beyond mere knowledge and skills to include their effective application. He distinguishes between experts and novices, pointing out that experts possess deeper knowledge of their field, can quickly recognize and respond to patterns in information, and effectively utilize their knowledge in decision-making. Novices, on the other hand, are less knowledgeable in the field and struggle to identify patterns in relevant information. They often rely on simple rules or heuristics in decision-making rather than deeper principles. In Berliner's heuristic model of teacher development, expertise is not determined solely by the length of time spent in the profession, years since obtaining a diploma, or age. Other factors such as the number of experienced cases, reflectivity, professional self-image, and issues of socialization also come into play. Based on this expert model, we conducted a pilot study to investigate whether early career socialization facilitates or hinders preparation for the teaching profession. The research question explores how the early experiences and practices of career readiness in the first weeks of teacher preparation impact participants' sense of self-efficacy. The null hypothesis of the study is that the self-reported statements of the participants do not align with Berliner's model of delineation. The research employed a quantitative strategy, collecting data through an online questionnaire, and data analysis was conducted using the Jamovi 1.8 Cloud Beta platform. The study involved 32 participants, and convenience sampling was utilized. The expected outcome of the pilot
study is to gain predictive information about the subjective assessment of self-efficacy among students participating in early career socialization, which can guide future directions of research. Additionally, the results can be valuable in informing the development of teaching preparation content.