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/lp/de-gruyter/teaching-degree-students-experience-of-teaching-practice-XWJCOe8GtV
- Publisher
- de Gruyter
- Copyright
- © 2021 Adriana Wiegerová et al., published by Sciendo
- eISSN
- 1339-4584
- DOI
- 10.2478/jolace-2021-0006
- Publisher site
- See Article on Publisher Site
Abstract
AbstractThe study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.
Journal
Journal of Language and Cultural Education – de Gruyter
Published: Mar 1, 2021
Keywords: professional identity; starting identity; student preparation; reflective portfolio; student diary; starting profession; teaching practice; students’ experience of practice