Belonging, being and becoming: Learning-to-teach during internship
Literature has identified varied internship models yet preparing early childhood pre-service teachers (ECPSTs) to confront the realities and challenges of learning-to-teach during internship remain scarcely examined. The qualitative single-case study sought to uncover ways to optimize ECPSTs’ latent knowledge and skills given a limited time for internship. Findings revealed that the three ECPSTs learned to draw upon insights by reflecting on their daily teaching and learning experiences, relying on their own personal characteristics, forming a conference group among themselves and action-taking to address problems of practice during their internship. The processes of belonging, being and becoming implicate the re-imagination of internship programs to consider learning-to-teach as iterative, unpredictable and unstructured process.
Ayob, A., Ratnavadivel, N., & Lebar, O. (2014). Teacher internship: A critical reflection on the interface between policy and practice in Malaysian teacher education. Practical Knowledge in Teacher Education. Routledge, 19-30.
Brante, G., Holmqvist, O., M., Holmquist, P., & Palla, M. (2015). Theorising teaching and learning: Pre-service teachers’ theoretical awareness of learning. European Journal of Teacher Education, 38(1), 102-118. https://doi.org/10.1080/02619768.2014.902437
Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178. https://doi.org/10.1080/02619768.2011.643395
Chi-hung, L., Wong, B. K., & Judith, W. (2013). Conceptions of learning in pre-service and in-service early childhood education students and the impact of teaching experience. Australasian Journal of Early Childhood, 38(3), 57-67.
Chong, S. (2006). Supporting the beginning teachers in Singapore schools: The structured mentoring programme. APERA Conference 2006, National Institute of Education, Singapore.
Creswell, J. W. (2017). Research design: Qualitative, quantitative and mixed methods approaches (5nd Ed.). Sage Publication.
Cristobal, J. (2020). Licensure Examination for Teachers (LET): A quality control towards K-12 curriculum efficacy. Journal of Critical Reviews, 7(11), 188-171.
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a better world: What should teachers should learn and be able to do. Jossey-Bass.
Donche, V., Endedijk, M., & van Daal, T. (2015) Differential effects of a long teacher training internship on students’ learning-to-teach patterns. European Journal of Teacher Education, 38(4), 484–495. https://doi.org/10.1080/02619768.2015.1057562
Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre‐service teachers’ awareness of the complexity of teaching–learning processes. Teachers and Teaching: Theory and Practice, 15(1), 87-107.
Ellis, S., Thompson, I., McNicholl, J., & Thomson, J. (2016). Student teachers’ perceptions on the effects of poverty on learners’ educational attainment and well-being: Perspectives from England and Scotland. Journal of Education for Teaching, 42(4), 483-499.
Feiman-Nemser, S. & Parker, M. B. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers (Special Report). East Lansing: Michigan State University, National Center for Research on Teacher Learning.
Furlong, J., & Maynard, T. (1995). Mentoring student teachers: Growth of professional knowledge. Routledge.
Grudnoff, L., Ward, L., Ritchie, J., Brooker, B., & Simpson, M. (2013). “A collaborative multi institutional approach to evidence gathering: Graduating student teachers’ perceptions of their teacher preparation programmes.” Paper presented at the European Educational Research Association Conference, Istanbul, Turkey, September 2013.
Kahila, S. K., Heikka, J., & Sajaniemi, N. (2020). Teacher leadership in the context of early childhood education: Concepts, characteristics and enactment. Southeast Asia Early Childhood Journal, 9(1), 28-43. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3301
Lortie, D. (1975). Schoolteacher. University of Chicago Press.
Machado, J., & Meyer-Botnarescue, H. (2005). Student teaching: Early Childhood Practicum Guide (5th ed.). Thomson Delmar Learning.
Mohd Sharif, M. H., Sidek, N. A., Saharuden, S. S., Engku Azman, E. N. A., Saineh, C., & Shu, B. Y. (2020). Kursus Asuhan PERMATA: Implikasi terhadap kualiti amalan pengasuhan kanak-kanak. Southeast Asia Early Childhood Journal, 9(1), 15-27. https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3290
Oosterheert, I. E., & Vermunt, J. D. (2001). Individual differences in learning to teach: Relating cognition, regulation and affect. Learning and Instruction, 11(2), 133–156.
Practice Teaching Handbook (Draft). (2017). Institute for Teaching and Learning. Philippine Normal University, Manila.
Schön, D. (1987). Educating the reflective practitioner. Josey- Bass.
Silverman, D. (2014). Interpreting qualitative data (5th ed). Sage
Stakes, R. (1995). The art of case study research. Sage Publication.
Student Teaching Handbook. (2015). Philippine Normal University. Manila. Unpublished.
Stürmer, K., & Seidel, T. (2017). Assessing professional vision in teacher candidates: Approaches to validate the observer extended research tool. Zeitsschrift fur Psychologie, 223(1), 54-63.
Teacher Education Council. (2015). Experiential learning courses handbook. Department of Education. Pasig City, Philippines. http://www.deped.gov.ph
Titilayo, O. M. (2012). Reflective practice: A strategy for improving teaching practice in Nigerian Colleges of Education. International Journal of Academic Research in Progressive Education and Development, 1(4).
Vartuli, S., Snider, K., & Holley, M. (2016). Making it real: A practice-based early childhood teacher education program. Early Childhood Education Journal, 44, 503-514. https://doi.org/10.1007/s10643-015-0733-2
Yin, R. K. (2014). Case study research: Designs and methods (5th ed). Sage Publication Inc.
Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. Early childhood practicum students’ professional growth in the USA. Lawrence Erlbaum Associates.
Copyright (c) 2020 UPSI Press
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.