Published in the peer-reviewed Asia-Pacific Journal of Teacher Education, the QUT study reveals that the term ‘classroom readiness’ has become a convenient policy tool rather than a reliable measure of teacher capability.
Researchers say that teaching performance assessments, which are often used to evaluate new teachers, fail to account for the real-world complexities of teaching.
Associate Professor Spooner-Lane, who led the research team and specialises in research focused on the professional development and career progression of teachers from graduate teacher through to lead teacher, says ‘classroom readiness’ was more of a policy construct than a genuine assessment of teaching capability.
“The term … has been used strategically to justify reforms in teacher education, but our research shows that readiness is not a point-in-time achievement, it’s a professional journey,” Spooner-Lane explains.
“Our review found that readiness is too multifaceted to be effectively measured by a single assessment.
“While teaching performance assessments aim to standardise and regulate teacher preparation, they risk oversimplifying the demands teachers face in diverse classroom settings.”
Schools continue to report high levels of teacher burnout and high attrition rates among teachers caused by factors such as teacher shortages, which is beyond the control of teacher education.
The research team, which included Spooner Lane, Associate Professor Nerida Spina, Elizabeth Briant and Dr Julia Mascadri from QUT’s School of Education, questions whether our education system measures the wrong thing by expecting new teachers to meet rigid standards while neglecting the practical and humanistic challenges of the profession.
The paper suggests that policies enforcing assessments assume graduates can seamlessly transition into classroom teaching, with evidence that even top-performing teachers struggle in their first years without proper support.
“New teachers often enter classrooms facing unrealistic expectations, and are required to manage complex student needs, adapt to curriculum changes and navigate classroom challenges with minimal guidance,” Spooner-Lane says.
“Assessments reduce teacher preparation to a selected set of criteria, ignoring the mentorship, adaptability and professional development needed to thrive.”
“Australia’s approach assumes that passing an assessment guarantees classroom readiness, but school leaders report that many graduates still require significant training to navigate the profession effectively.”
Co-author Spina says there is an urgent need to ensure new teachers are well prepared in their initial teacher education degrees, and then well supported once they start work into the profession.
“We cannot expect graduating teachers to step into classrooms as fully-fledged experts from day one,” Spina says.
“They require structured support systems that guide their early years in the profession, helping them build confidence and competence.
Spina advocates that a teacher’s journey should be one of continuous development, shaped by meaningful mentorship and accessible opportunities for learning.
“Without these, new educators may struggle to navigate the complexities of real-world teaching,” she says.
“Standardised testing alone does not prepare teachers for the realities of the classroom. Instead, we must invest in hands-on training, professional collaboration, and real-world teaching experiences that truly equip them for success.”
