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ERIC Number: EJ1360112
Record Type: Journal
Publication Date: 2022
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2147-0456
EISSN: EISSN-2147-5407
Available Date: N/A
Estonian Student Teachers' Reflections of Professional Development during Teaching Practice
Journal of Teacher Education and Educators, v11 n2 p251-269 2022
The experiences gained during teaching practice influence student teachers' professional development. However, little is known about how the student teachers experience their teaching practice of practical school subjects, which focus on the skills needed for everyday life. This qualitative case study investigates the professional development of four Estonian handicraft and home economics student teachers' during their teaching practice over the last year of master's studies. The data consists of student teachers' learning journals, reflective writings, and semi-structured interviews regarding the student teachers' experiences. The data is analysed by using Herbart's extended didactic triangle. The results reveal that student teachers largely reflect on their personal coping and development during practice and their learning context. We conclude that the individual needs of student teachers during teaching practice need to be addressed to create more meaningful professional development opportunities for student teachers.
Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Estonia
Grant or Contract Numbers: N/A
Author Affiliations: N/A