Experiences of student-teachers on placement

Abstract

This paper, using case-study research approach and informed by phenomenological and social constructivist theoretical perspectives, shares experiences of five purposively student-teachers who were video-taped practicing teaching in the Eastern Province of Kenya. Findings indicate that student-teachers appreciate the quality and relevance of their teacher preparation courses and the central importance of their relationships with significant others. The study highlights also student-teachers’ preoccupations and concerns with their developing identities as ‘teachers’ and the ample opportunities provided while practicing teaching for them to try out pedagogical content knowledge, skills, values and attitudes learnt during teacher preparation. Challenges experienced by the student teachers and/or participating schools are also discussed. Implications for teacher educators, supervisors, student teachers and teaching practice schools are made.