Estonian Student Teachers' Reflections of Professional Development during Teaching Practice

Autor/inn/en	Koppel, Kristi; Stenberg, Katariina; Palojoki, Päivi
Titel	Estonian Student Teachers' Reflections of Professional Development during Teaching Practice
Quelle	In: Journal of Teacher Education and Educators, 11 (2022) 2, S.251-269 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koppel, Kristi) ORCID (Stenberg, Katariina) ORCID (Palojoki, Päivi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Foreign Countries; Student Teacher Attitudes; Student Teaching; Family and Consumer Sciences; Teacher Education Programs; Masters Programs; Graduate Students; Coping; Student Development; Handicrafts; Teacher Competencies; Teaching Skills; Faculty Development; Self Efficacy; Teacher Student Relationship; Estonia + Suchen Sie Ihr Suchwort? Ausland; Teaching practice; Unterrichtspraxis; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bewältigung; Handwerk; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Estland
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01