Current policy initiatives are requiring Initial Teacher Education (ITE) providers to select teachers with both the academic and non-academic attributes that ensure their suitability for teaching and their classroom readiness. Research evidence has linked non-academic attributes to teacher quality, student learning outcomes, teacher retention and career satisfaction and success. This study identifies attributes as core, common and contextual across Australia’s ITE providers. We apply the work of Rimm-Kaufman and Hamre (The role of psychological and developmental science in efforts to improve teacher quality. Teach Coll Rec 112(12):2988–3023, 2010) to interrogate the non-academic attributes associated with success in teaching. Our findings revealed a wide range of selection tools and approaches used by Australian ITE providers, reflecting commonality and contextual differences in the non-academic attributes for teaching. We argue that an awareness of what is ‘core’ is important so that ITE providers can move beyond simple compliance to the important task of guidance, development, practice and exposure, while building and nurturing authentic opportunities for preservice teachers’ social and relational growth.

当前的政策举措要求初始教师教育（ITE）提供商选择具有学术和非学术属性的教师，以确保他们适合教学并准备上课。研究证据已将非学术属性与教师素质，学生学习成果，教师忠诚度以及职业满意度和成功联系在一起。这项研究将属性确定为核心，通用和上下文澳大利亚的ITE供应商。我们将Rimm-Kaufman和Hamre的工作（心理学和发展科学在提高教师素质中的作用。TeachColl Rec 112（12）：2988–3023，2010）应用于研究与成功相关的非学术属性。教学。我们的发现揭示了澳大利亚ITE提供商使用的多种选择工具和方法，反映了非学术属性在教学中的共性和上下文差异。我们认为，了解“核心”很重要，这样，ITE提供者可以超越简单的合规性，而去完成指导，开发，实践和接触的重要任务，同时为职前教师的社会和关系发展建立和培养真正的机会。