Teacher and Teaching-related Practices Student Teachers May Have Difficulty Believing They Can Enact/Engage in While in Field Practice: Perspectives from Student Teachers and Teachers in Field-practice Schools.
Saved in:
| Title: | Teacher and Teaching-related Practices Student Teachers May Have Difficulty Believing They Can Enact/Engage in While in Field Practice: Perspectives from Student Teachers and Teachers in Field-practice Schools. |
|---|---|
| Authors: | Nielsen, Tine1 tini@ucl.dk, Lindemann, Dag Munk1, Toft, Line1, Pettersson, Morten1, Schou Jensen, Laura1, Heise Nielsen, Emma1, Larsen, Gitte Gorm1 |
| Source: | Nordic Studies in Education. 2024, Vol. 44 Issue 2, p103-121. 19p. |
| Subject Terms: | *Student teachers, *Teachers, *Teacher education, *Self-efficacy in teachers, *Teacher leadership |
| Abstract: | Field practice is pivotal in teacher education, serving both as a bridge connecting the theoretical and practical dimensions of the teaching profession in real-world schools, and as a place for acquiring the complex core skills of the profession in their own right. While prior work has mainly explored general teacher self-efficacy, or broad student-related concerns in field practice, there is surprisingly little knowledge of the specific teacher and teaching-related practices that might challenge student teachers during field practice. This study aims to address this gap by exploring the issue both from the student teacher and the field-practice teacher perspective. Utilizing focus groups and individual interviews with students and field-practice teachers, the study employs content analysis, and an innovative agreement circle to identify which practices students may doubt they can enact/engage in while in field practice. The findings highlight four main areas of concern stemming from b oth students and field practice teachers: adaptability in teaching; balancing subject knowledge with pedagogical competence; classroom leadership; and teaching independently. The study also uncovers discrepancies between student teachers, who are preoccupied with their teaching performance, and field-practice teachers, who also emphasize the importance of collaborative practices with, for example, parents. The study opens a new field of inquiry and is the first step towards a theory of practice self-efficacy in education. Future research could focus on creating measurement tools to evaluate student teacher efficacy in field practice within the four identified areas, thereby enabling identification of early challenges, assessment of field-practice effectiveness, and the provision of tailored field-practice preparation. [ABSTRACT FROM AUTHOR] |
| Copyright of Nordic Studies in Education is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 178723182 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teacher and Teaching-related Practices Student Teachers May Have Difficulty Believing They Can Enact/Engage in While in Field Practice: Perspectives from Student Teachers and Teachers in Field-practice Schools. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nielsen%2C+Tine%22">Nielsen, Tine</searchLink><relatesTo>1</relatesTo><i> tini@ucl.dk</i><br /><searchLink fieldCode="AR" term="%22Lindemann%2C+Dag+Munk%22">Lindemann, Dag Munk</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Toft%2C+Line%22">Toft, Line</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pettersson%2C+Morten%22">Pettersson, Morten</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Schou+Jensen%2C+Laura%22">Schou Jensen, Laura</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Heise+Nielsen%2C+Emma%22">Heise Nielsen, Emma</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Larsen%2C+Gitte+Gorm%22">Larsen, Gitte Gorm</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Nordic+Studies+in+Education%22">Nordic Studies in Education</searchLink>. 2024, Vol. 44 Issue 2, p103-121. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+leadership%22">Teacher leadership</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Field practice is pivotal in teacher education, serving both as a bridge connecting the theoretical and practical dimensions of the teaching profession in real-world schools, and as a place for acquiring the complex core skills of the profession in their own right. While prior work has mainly explored general teacher self-efficacy, or broad student-related concerns in field practice, there is surprisingly little knowledge of the specific teacher and teaching-related practices that might challenge student teachers during field practice. This study aims to address this gap by exploring the issue both from the student teacher and the field-practice teacher perspective. Utilizing focus groups and individual interviews with students and field-practice teachers, the study employs content analysis, and an innovative agreement circle to identify which practices students may doubt they can enact/engage in while in field practice. The findings highlight four main areas of concern stemming from b oth students and field practice teachers: adaptability in teaching; balancing subject knowledge with pedagogical competence; classroom leadership; and teaching independently. The study also uncovers discrepancies between student teachers, who are preoccupied with their teaching performance, and field-practice teachers, who also emphasize the importance of collaborative practices with, for example, parents. The study opens a new field of inquiry and is the first step towards a theory of practice self-efficacy in education. Future research could focus on creating measurement tools to evaluate student teacher efficacy in field practice within the four identified areas, thereby enabling identification of early challenges, assessment of field-practice effectiveness, and the provision of tailored field-practice preparation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Nordic Studies in Education is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178723182 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.23865/nse.v44.6190 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 103 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Teacher leadership Type: general Titles: – TitleFull: Teacher and Teaching-related Practices Student Teachers May Have Difficulty Believing They Can Enact/Engage in While in Field Practice: Perspectives from Student Teachers and Teachers in Field-practice Schools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nielsen, Tine – PersonEntity: Name: NameFull: Lindemann, Dag Munk – PersonEntity: Name: NameFull: Toft, Line – PersonEntity: Name: NameFull: Pettersson, Morten – PersonEntity: Name: NameFull: Schou Jensen, Laura – PersonEntity: Name: NameFull: Heise Nielsen, Emma – PersonEntity: Name: NameFull: Larsen, Gitte Gorm IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 18915914 Numbering: – Type: volume Value: 44 – Type: issue Value: 2 Titles: – TitleFull: Nordic Studies in Education Type: main |
| ResultId | 1 |
