The early experience of commencing university students is an important precursor for retention and student success and involves a transformation in learning. This article reports the experiences of commencing students in an Australian Education (Primary) degree. Data were collected using a mixed methods approach, consisting of an online survey, and semistructured interviews. The data revealed that respondents experienced some phases of Mezirow’s transformational learning theory. Interviewees were enthusiastic about their future career with high scores in the online instrument for academic orientation and student identity, which indicated that they were experiencing the building of confidence and competence in new roles (Phase 7) and provisionally trying out new roles (Phase 8). Nevertheless, all respondents indicated being overwhelmed by the unexpectedly high academic study load, indicating a disorientating dilemma (Phase 1). These results are placed in the context of student retention and degree completion.

中文翻译：

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澳大利亚职前小学一年级教师的转型学习

大学生的早期经历是留住学生和学生成功的重要先导，并涉及学习的转变。这篇文章报道了学生开始就读澳大利亚教育（小学）学位的经历。使用混合方法收集数据，包括在线调查和半结构化访谈。数据显示，受访者经历了 Mezirow 转型学习理论的某些阶段。受访者对自己未来的职业充满热情，在学术取向和学生身份的在线工具中得分很高，这表明他们正在经历新角色（第 7 阶段）的信心和能力的建立和临时尝试新角色（第 8 阶段） . 尽管如此，所有受访者都表示对出乎意料的高学术学习负担感到不知所措，这表明他们陷入了迷失方向的困境（第一阶段）。这些结果被置于学生保留和学位完成的背景下。