Abstract

• The main purpose of this study was to examine the University of Education first year student teachers' perspectives with regard to the major areas that influence transition to university. Both quantitative and qualitative approaches were used in this study. A total of 600 first year student teachers participated in this study. Transition to College Inventory (TCI) with 9 close-ended questions and In-depth Structured Interview by Alexander Astin (2003) were used. The data were analyzed using the descriptive statistics and independent sample t-test. The findings indicated that most of the students (75%) joined the university to get a better job, above 50% student teachers rated themselves as being average for all qualities, most of the student teachers experienced good facilities in their high schools, most students received adequate information about university of education, almost all students (about 94%) agreed that academic demands, social demands and relationship between lecturers and students are important to help them settle in, about 62% of the students agreed that teachers, parents, seniors effectively addressed to adjust smoothly in their transition phase, about 30% of the students frustrated especially for sticking for timetable, selecting major subjects, completing assignment on time and library facilities, about 78% of the students responded that they developed their potential in all qualities and most students satisfied with the learning environment of the university. The result of independent sample t test showed that there were significant differences in types of motivation between male and female students at 0.001 level. And significant difference was found in pre-university information by university at 0.01 level. Then, the significant differences was found in experience in high school by school type at 0.001 level. Moreover, the results of qualitative study revealed that most student teachers adjusted well in their transition phase.