Initial teacher education (ITE) programmes equip pre-service teachers with strong professional knowledge, attitudes, and skills. Moreover, they foster competencies to teach in the Digital Era. However, a worrying number of newly qualified teachers experience a reality shock when they enter the profession, experiencing tensions, burnout symptoms, and less-than-optimal teaching performance. Internships during ITE may be the key to bridging the gap between theoretical education and classroom practice, but do they really help? This study conducted during the 2021-2022 academic year explored the internship experiences of 38 pre-service teachers. Through interviews, this study explores the ideals and characteristics of teacher identities perceived by pre-service teachers in the ITE and internship contexts, with a focus on the role of technology in education. Findings highlight an expectation gap along with a vulnerability to succumb to contextual pressures, even safe environments of the internship. The recommendations from this study include closer collaboration between ITE programs and internship settings to sustain teachers' organic identity and future agency.

Exploring the gap: Teacher identities in initial teacher education and classroom realities

Ottavia Trevisan
2024

Abstract

Initial teacher education (ITE) programmes equip pre-service teachers with strong professional knowledge, attitudes, and skills. Moreover, they foster competencies to teach in the Digital Era. However, a worrying number of newly qualified teachers experience a reality shock when they enter the profession, experiencing tensions, burnout symptoms, and less-than-optimal teaching performance. Internships during ITE may be the key to bridging the gap between theoretical education and classroom practice, but do they really help? This study conducted during the 2021-2022 academic year explored the internship experiences of 38 pre-service teachers. Through interviews, this study explores the ideals and characteristics of teacher identities perceived by pre-service teachers in the ITE and internship contexts, with a focus on the role of technology in education. Findings highlight an expectation gap along with a vulnerability to succumb to contextual pressures, even safe environments of the internship. The recommendations from this study include closer collaboration between ITE programs and internship settings to sustain teachers' organic identity and future agency.
2024
Research Highlights in Technology and Teacher Education 2024
978-1-939797-78-0
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11577/3522926
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