Abstract

Research shows that numerous tertiary students exit their courses prior to completion. In particular, first-year preservice teachers face many specific challenges including adjusting to the demands of tertiary academic requirements, such as the university and school-placement environments, and first-year students who are often unfamiliar with the independent responsibilities placed upon them. Additionally, the cohort of students attending this university must often grapple with other “at-risk” factors including financial stress, cultural and linguistic diversity, being the first in the family to attend university, and the requirement to work to support their opportunity to study. This practice-based paper describes and reflects upon strategies to support first-year preservice teachers. The data and findings enable review and reflection of the strategies employed.