An in-depth look to the process of student teaching through the eyes of candidate teachers

Abstract

Problem Statement: Student teaching experience provides pre-service teachers with rich opportunities for integrating their theoretical knowledge base, teaching abilities and attitudes into teaching practice. While faculty supervisors and mentor teachers' view of student teaching process can maximize the professional development of candidates, it may also lead candidates' pre existing sources of stress to become problems.

Purpose: This study aims to provide an in-depth description of the student teachers' experiences in K-5 schools during their practicum. By examining student teaching process through the eyes of student teachers, the study attempts to demonstrate the student teachers' experiences in depth and contribute to the teacher education literature.

Methods: A qualitative case study research design was utilized. Participants were a total of 11 student teachers majoring in Elementary Education and Early Childhood Education and eight practicum teachers. Data were gathered through semi-structured interviews and field notes and treated using the technique of content analysis.

Findings: Emerging themes in this study were: (1) action, (2) professional sociability, and (3) supervision. The first emergent theme indicated that student teachers struggle to prove their existence in the classroom. Second emergent theme revealed that student teachers mainly felt disengaged and challenged to establish professional relationships with mentor teachers and others in schools. The last emergent theme was consisted of constructive, destructive, and inadequate supervisions.

Recommendations: In order to overcome the aforementioned challenges; (a) adequate faculty and school collaboration; (b) establishing communication network among the stakeholders; and (c) regular seminars and reflective journal keeping were suggested.