García-Lázaro, Irene ORCID: https://orcid.org/0000-0001-9818-6170, Su, Feng ORCID: https://orcid.org/0000-0003-0317-4033 and Wood, Margaret ORCID: https://orcid.org/0000-0001-5067-1978 (2025) ‘Being a teacher is different from working as a teacher’: evaluating pre-service primary school teachers’ practicum experiences in a Spanish context. Professional Development in Education. pp. 1-17.

Preview

Text Being a teacher is different from working as a teacher evaluating pre-service primary school teachers practicum experiences in a Spanish context.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (2MB) | Preview

Abstract

This longitudinal qualitative study explores the value of practicum experiences for the formation of pre-service teachers’ (PSTs) identities at different stages of their training in a Spanish context. It aimed to understand pre-service teachers’ professional development and practicum experiences, their support needs during this time and contribution of practicum experiences for the formation of their teacher identities. Using a case study approach, data were collected from interviews with pre-service teachers and their drawings, to elicit visual representations of their sense-making. A reflexive thematic approach was adopted for the data analysis. The findings demonstrate their learning about the realities and challenges facing teaching professionals, and raise pressing concerns for teacher education. Firstly, teacher education has become a technical and instrumental practice due to the process of ‘professionalisation’ of teachers, the concern is that important moral and ethical dimensions of teaching are overlooked, resulting in unintended negative consequences. Secondly, pre-service teachers lack opportunities and space to question practice. Practicum experience must be more than simply ‘learning the ropes’. It must support pre-service teachers to become reflexive practitioners, and it is suggested that in this task teacher educators and school-based mentors have an important part to play.

Item Type:	Article
Status:	Published
DOI:	10.1080/19415257.2025.2475877
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/11817

University Staff: Request a correction | RaY Editors: Update this record