Abstract

International and national research highlights that engagement is critical for successful transition into higher education. The research on student engagement identifies the following areas as critical for engagement: academic challenge; active learning; student and staff interactions; enriching educational experiences; supportive learning environment; and work integrated learning (ACER, 2009). Current conceptual transition models tend to focus on addressing these areas of engagement as a means of integrating students into academic discourses. This often means aligning student discourses with established academic values. This paper focuses on what first year Australian teacher education students value about their learning and teaching in their transitional year. We argue that there is a fundamental difference between what the academy values, and what is valued by students. The current transition focus has been about how students perceive their courses and teaching; there has been limited examination of how Australian undergraduate tertiary students’ values of teaching and learning link to engagement and transition. This paper seeks to broaden the current conversations around transition and engagement and to identify an area for further research.