A longitudinal small-scale qualitative study of the perceptions and experiences of the practicum of a sample of pre-service secondary teachers on a one-year university course

Gibbs, Janet Catherine

Abstract

This research explores the expectations, perceptions and experiences of a small sample of pre-service secondary teachers on practicum during their one-year teacher- training course. The practicum is a significant preparation for teaching and for some it can be a positive experience, but for others it can be depressing and miserable causing them to leave the course. The pre-service teachers’ perceptions of the practicum give some indication of what makes them stay and continue in the teaching profession, but also what makes them want to leave. Previous research (Hobson et al., 2006; Ellis, 2010; Johnston, 2010) identified some of the key issues at that time, but that is now out of date as schools change in response to the emerging fourth Industrial Revolution (Schwab, 2016). However, workload remains a major issue as identified in 2006 by Hobson et al., and this impacts negatively on the pre-service teachers’ work-life balance and their wellbeing. This research has also identified the significance of the mentor-mentee relationship and the school ethos in the process of legitimate peripheral participation. Where this occurs, pre-service teachers are able to develop and are likely to continue with a career in teaching, but where this does not take place, they are more likely to be considered as outsiders and leave the course.

Citation

Gibbs, J. C. (2020). A longitudinal small-scale qualitative study of the perceptions and experiences of the practicum of a sample of pre-service secondary teachers on a one-year university course. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4222724

• Thesis Type: Thesis
• Deposit Date: Oct 23, 2020
• Publicly Available Date: Feb 23, 2023
• Keywords: Education
• Public URL: https://hull-repository.worktribe.com/output/4222724
• Additional Information: Department of Education Studies, The University of Hull
• Award Date: Jul 1, 2020