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The Preservice Admissions Process: What Qualities Do Future Teachers Need and How Can They Be Identified in Applicants?

Using qualitative and quantitative methods, we studied a large sample of our 2002–2003 preservice students to see how they were selected and how they fared in the program. Our research suggested that a key component of a preservice admissions process is to look for evidence that applicants possess qualities important for strong teaching; in our sample, this approach tended to reduce the proportion of student teachers who struggled or failed in the program. However, we discovered that a considerable number of candidates apparently not suited to teaching were still being admitted. We believe admissions could be enhanced by more explicit reference to teacher qualities in assessor training sessions and during the admissions process itself. Further, we believe such qualities should be referred to more systematically throughout the program.