How everyday classroom experiences in an international teaching internship raise student teachers’ awareness of their subjective educational theories

Authors Peter Mesker , Hartger Wassink , Cok Bakker
Published in Teacher Development
Publication date April 2020
Research groups Normative Professionalisation
Type Article

Summary

This study explores how 33 student teachers’ reflections during 106 ‘bumpy moments’ while in an international student teaching internship reveal their professional beliefs, and how the moments make the student teachers reflect upon their subjective educational theories. Student teachers described four themes of professional beliefs: (1) pedagogical content knowledge, (2) school context, (3) organisational skills and (4) self-reflection. Their reflections highlighted aspects of their subjective educational theories when they perceived they lacked an appropriate practical teaching strategy or they had pedagogical interactions with pupils or supervisors. The student teachers’ reflections on pedagogical interactions in a cross-cultural context made them aware of moral dimensions in teaching and their own position during normative (inter)actions. The findings of this study indicate that teacher educators should focus on everyday teaching details that occur during bumpy moments in a student’s teaching practice to explicate larger concepts such as the student teachers’ beliefs.

researchcomponents.publicationcontent.personslist.publicationauthors

  • Peter Mesker | Senior Lecturer / Teacher Trainer / Researcher | Normative Professionalisation
    Peter Mesker
    • Researcher
    • Research groups: Normative Professionalisation
  • Cok Bakker lector NP
    Cok Bakker
    • Professor
    • Research groups: Normative Professionalisation

Language English
Published in Teacher Development
Year and volume 24 2
ISBN/ISSN URN:ISSN:1366-4530
Key words subjective educational theory, bumpy moments, international teaching internship, teachers’ beliefs, teachers’ reflections
Digital Object Identifier https://doi.org/10.1080/13664530.2020.1747531
Page range 204-222

Peter Mesker

Peter Mesker | Senior Lecturer / Teacher Trainer / Researcher | Normative Professionalisation

Peter Mesker

  • Researcher
  • Research group: Normative Professionalisation