Forget about theory - practice is all? - Student teachers' learning in practicum

Hascher, Tina; Cocard, Yves; Moser, Peter (2004). Forget about theory - practice is all? - Student teachers' learning in practicum. Teachers and teaching: theory and practice, 10(6), pp. 623-637. Taylor & Francis 10.1080/1354060042000304800

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In 1999, all student teachers at secondary I level at the University of Bern who had to undertake an internship were asked to participate in a study on learning processes during practicum: 150 students and their mentors in three types of practicum participated—introductory practicum (after the first half‐year of studies), intermediate practicum (after two years of studies) and final practicum (after three years of studies). At the end of the practicum, student teachers and mentors completed questionnaires on preparing, teaching and post‐processing lessons. All student teachers, additionally, rated their professional skills and aspects of personality (attitudes towards pupils, self‐assuredness and well‐being) before and after the practicum. Forty‐six student teachers wrote daily semi‐structured diaries about essential learning situations during their practicum.

Results indicate that in each practicum students improved significantly in preparing, conducting and post‐processing lessons. The mentors rated these changes as being greater than did the student teachers. From the perspective of the student teachers their general teaching skills also improved, and their attitudes toward pupils became more open. Furthermore, during practicum their self‐esteem and subjective well‐being increased. Diary data confirmed that there are no differences between different levels of practicum in terms of learning outcomes, but give some first insight into different ways of learning during internship.

Item Type:	Journal Article (Original Article)
Division/Institute:	09 Interdisciplinary Units > Centre for University Continuing Education 07 Faculty of Human Sciences > Institute of Education > School and Teaching Research
UniBE Contributor:	Hascher, Tina
Subjects:	300 Social sciences, sociology & anthropology > 370 Education
ISSN:	1354-0602
Publisher:	Taylor & Francis
Language:	English
Submitter:	David Bisang
Date Deposited:	10 Jul 2014 13:47
Last Modified:	05 Dec 2022 14:34
Publisher DOI:	10.1080/1354060042000304800
URI:	https://boris.unibe.ch/id/eprint/52497