'Stepping on the Teacher's Toes': Student Teachers' Experience of a One-Year Postgraduate Teacher Training Programme

Autor/in	Backhouse, Anita
Titel	'Stepping on the Teacher's Toes': Student Teachers' Experience of a One-Year Postgraduate Teacher Training Programme
Quelle	In: European Journal of Teacher Education, 45 (2022) 5, S.707-726 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1860005
Schlagwörter	Foreign Countries; Student Teachers; Teacher Education Programs; Teaching Experience; Graduate Students; Elementary Education; Mentors; Teacher Student Relationship; Communities of Practice; Student Experience; Self Concept; Student Motivation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Elementarunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Community; Studienerfahrung; Selbstkonzept; Schulische Motivation
Abstract	Student teachers engaging in periods of training in the classroom, supported by experienced mentors, is an accepted model for teacher training. This qualitative study adopted a descriptive phenomenological approach to establish the lived experience of a group of postgraduate primary student teachers across their teacher training year. A community of practice theoretical lens was applied and findings suggested that in "some" cases student teachers can be regarded as legitimate peripheral participants (LPP) in a primary school context and learning gains made. However, learning and successful outcomes were still shown to take place even when the student teachers might not be regarded as LLPs. There are therefore limitations to the community of practice model. Attention paid to student teachers' individual circumstances might better contribute to their self-efficacy and subsequent motivation to enter the teaching profession. There are implications for mentor training and further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01