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Becoming a teacher: student teachers’experiences and perceptions aboutteaching practiceSusana Caires a , Leandro Almeida a & Diana Vieira ba University of Minho, Braga, Portugalb Polytechnic Institute of Porto, Vila do Conde, Portugal

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To cite this article: Susana Caires, Leandro Almeida & Diana Vieira (2012): Becoming a teacher:student teachers’ experiences and perceptions about teaching practice, European Journal ofTeacher Education, 35:2, 163-178

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Becoming a teacher: student teachers’ experiences and perceptionsabout teaching practice

Susana Cairesa*, Leandro Almeidaa and Diana Vieirab

aUniversity of Minho, Braga, Portugal; bPolytechnic Institute of Porto, Vila do Conde,Portugal

In an attempt to build a more comprehensive and holistic understanding of thecomplexity, dynamics and idiosyncrasies involved in becoming a teacher, thisstudy focussed on the experiences of 295 student teachers. Their feelings, cogni-tions and perceptions regarding teaching practice were analysed using the shortversion of the Inventory of Experiences and Perceptions of the Teaching Prac-tice. Results emphasise some of the difficulties experienced during this period(e.g., stress, sense of weariness and ‘vulnerability’), as well the positive percep-tions of these student teachers regarding their growing knowledge and skilful-ness, as well as their sense of efficacy, flexibility and spontaneity in theirperformance and interactions. Their perception of their accomplishments inachieving reasonable levels of acceptance and recognition within the schoolcommunity and their positive evaluation of the guidance and support providedby their supervisors are also emphasised. Differences were found – in terms ofgender and graduate course background – in the way these student teachersexperienced some aspects of teaching practice.

Keywords: teaching practice; experiences and emotions of student teachers;personal and professional development

Introduction

For the last four to five decades, the process of becoming a teacher has been exten-sively studied and discussed in the scientific and academic community worldwide.The richness and complexity of this phenomenon has been the subject of multipleinterests and ways of exploring its different dimensions, actors and dynamics. As aconsequence, research and publications in this field have significantly increased, espe-cially with regard to teaching practice, which has progressively been recognised asplaying a determinant role in the teachers’ initial education and their early develop-ment (Arends 2009; Britzman 2003; Bullough and Stokes 1994; Caires and Almeida2005; Capel, Leask, and Turner 1997; Evelein, Korthagen, and Brekelmans 2008;Thiessen 2000; Veale 1989).

Between the 1960s and early 1980s the foremost endeavours focussed on theidentification of and training of the ‘right skills’ (the most salient and influentialteaching behaviours) in an attempt to achieve effective teaching and, consequently,improved student performance. The main goal of teaching practice was theachievement and application of these skills in order to guarantee some level of

*Corresponding author. Email: s.caires@sapo.pt

European Journal of Teacher EducationVol. 35, No. 2, May 2012, 163–178

ISSN 0261-9768 print/ISSN 1469-5928 online� 2012 Association for Teacher Education in Europehttp://dx.doi.org/10.1080/02619768.2011.643395http://www.tandfonline.com

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technical expertise in the classroom. The repeated practice of required behaviours;timely and behaviour-specific feedback; and discussion of the fundamental principlesunderlying these behaviours were the main training methods. Precision and prescrip-tion were central in these instructional approaches (Thiessen 2000; Tillema and Veen-man 1987; Zeichner 1983). During these two decades of research, there were alsosignificant investments in the discussion and questioning of the key paradigms andpractices of initial teacher education (ITE), as well as concerning the structure, goalsand relevance of teaching practice in the initial education of those who chose theteaching profession (Lortie 1975; Kagan 1992; Veenman 1984; Zeichner 1983, 1990).

Later in the 1980s significant changes occurred in the research scenario. Thefocus gradually shifted to the process of learning to teach, which aimed at the wayteachers think about what they do, their cognitive processes during teaching (beliefs,judgments, competing images) and the numerous factors that they have to deal within their ongoing interactions in the classroom (Bullough and Stokes 1994; Calderhead1984, 1987; Doyle 1979; Hollingsworth 1989; Peterson and Clark 1978). By the late1980s, two other central themes emerged strongly: the socialisation process ofstudent teachers into the educational community (Furlong et al. 1988; Guyton andMcIntyre 1990; Jardine and Field 1992; McNally et al. 1997; Zeichner and Gore1990; Zeichner and Tabachnick 1985), and supervision methods, processes and rela-tionships (Booth 1993; Cameron-Jones and O’Hara 1999; Elliot and Calderhead1984; Enz, Freeman, and Wallin 1996; Glickman 1985; Glickman and Bey 1990;Hoover, O’Shea, and Carroll 1988; Maynard and Furlong 1994).

With regard to the initiation of student teachers into the educational community,core evidence describes it as a dynamic and continuous process of mutual interac-tions and adaptation amongst the newly arrived teacher and the different membersof that community. During this process, student teachers make continuous attemptsto acknowledge, interpret and give meaning to rules, values, resources and commu-nication patterns in order to gradually integrate into the school ethos. According toseveral authors the feeling of ‘belonging’ and the building of the first foundationsof their identity as teachers depend upon the support that is received from theschool administration and colleagues for their initiatives and opinions, as well astheir professional and personal fulfilment. The acceptance and recognition gainedby the newly arrived teacher from the different members of this complex social net-work is also significant (Ashforth and Saks 1996; Jardine and Field 1992; Kuzmic1994; Lacey 1977; McNally et al. 1997; Zeichner and Gore 1990). Underlining themajor role of this approach, some authors compare the socialisation process of stu-dent teachers – in terms of its relevance and impact – to the scientific, proceduraland pedagogical components of teaching practice. Defenders of this position arguethat the social dimension of becoming a teacher is at the heart of some mainachievements that take place during this stage of ITE. Additionally, it has significantconsequences for the performance of student teachers in the classroom, their pro-gression and growth in the teaching profession, as well as for the type of teacherthey become (Ashforth and Saks 1996; Flores and Day 2005; Hargreaves 1992;Krecic and Grmek 2008; Kuzmic 1994; Lamote and Engels 2010; McNally et al.1997; Olson and Osborne 1991; Zeichner and Gore 1990).

In relation to the supervision aspects of teaching practice, initial investmentswere mostly of a theoretical nature, and focussed on the identification andsystematisation of the several existing supervision practices and their underpinningparadigms. Additional efforts were taken with regard to the definition of roles and

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responsibilities of co-operating teachers and university supervisors, as well as onthe articulation between them and the design and application of effective supervi-sion strategies (Blumberg 1980; Cohn and Gellman 1988; Glickman 1985; Gold-hammer, Anderson, and Krajewski 1980; McBride 1984; Stones 1984; Warger andAldinger 1984; Zahorik 1988). More recently, the affective–relational componentsof the supervisor–student teacher relationship have come into focus (e.g., supportingsupervisory relationships; effective communication; conflicts). Some of the most rel-evant evidence in this field points out the important role of supervision in the soci-alisation process of student teachers and on their learning and professionaldevelopment, as well as on their emotional and physical balance. In some cases,these affective–relational components can act as ‘buffers’, diminishing the levels oftension and distress which are frequently experienced during this stage (Achesonand Gall 1997; Alarcão and Tavares 2003; Calderhead and Shorrock 1997; Cairesand Almeida 2007; Hoover, O’Shea, and Carroll 1988; Smith and Ardle 1994).

Since the 1990s, emotional and social intelligence have also gradually emergedas key values in the education of student teachers. There is much empirical support,especially in the psychological arena, emphasising their contribution to the well-being and success of individuals in their professional achievement (Gardner 1983;Sternberg 2003). Some of its core dimensions – relationships and empathy with oth-ers, the perception, evaluation and expression of emotions, emotional managementand openness to new experiences (Goleman 1995; Mayer 2000; Mayer, Salovey,and Caruso 2004; Salovey and Mayer 1990) are now assumed to be relevant vari-ables in the professionalisation process of young adults. When becoming a teacher,these variables can acquire special importance considering the needs of the studentteachers to adapt to new situations, innovate and solve problems, lead groups, andassist students. Taking into account the impact of several of the teachers’ social andemotional skills on their well-being, school performance, satisfaction and psychoso-cial development as students, as well as on the quality of school life, the develop-ment of these skills has gradually received a special focus in ITE from the 1990sonwards (Karatzias et al. 2002; Natvig, Albrektsen, and Qvarnstrøm 2003; Petrides,Frederickson, and Furnham 2004; Rask et al. 2002).

Despite the growing knowledge about the process of becoming a teacher, severalkey questions remain unanswered or have been superficially approached. Accordingto some authors, a deep and holistic understanding of this process may be compro-mised by the frequent disregard of its phenomenological and idiosyncratic aspects:‘Who’ are these teacher candidates (their educational background, school biography/early school experiences, reasons for choosing the teaching profession)? ‘How’ dothey experience their teaching practice (feelings, thoughts, attitudes)? ‘What’ aretheir main difficulties and concerns, while coping with the constraints and chal-lenges of teaching practice and their teaching career? ‘Which’ conditions determinethe positive/negative resolution of these difficulties and concerns? ‘Who’ are the stu-dent teachers’ ‘significant others’ during this process (Britzman 2003, 10)? ‘Which’gains do they most frequently perceive as resulting from their first encounter withteaching? (Arregui, Pérez, and García 2009; Britzman 2003; Caires and Almeida2005, 2007; Korthagen 2004; Lamote and Engels 2010; Timmerman 2009).

According to previous authors, the answers to these questions may benefit fromthe deeper and broader scrutiny of a phenomenological and holistic approach.Through this view teacher education institutions and agents can take an insightfullook at the complexity, diversity, richness and intensity of this phenomenon. Based

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on this new framework, they can design and put into practice more appropriateanswers to the different needs (e.g., technical, emotional, social, vocational),dynamics and paths that characterise the process of becoming a teacher, as a resultof the interrelationships and synergies of a multiple set of variables. Amongst thesevariables, the literature highlights the personal characteristics, experiences andresources of the student teachers, the guidance and support of their supervisors andalso the characteristics of the ethos of their school (Arregui, Pérez, and García2009; Caires, Almeida, and Martins 2010; Flores and Day 2005; Giebelhaus andBowman 2002; Haritos 2004; Lamote and Engels 2010; McNally et al. 1997; New-man 2000; Thomson and Wendt 1995; Timmerman 2009).

Assuming that teaching practice is a period of intense search and exploration ofself, others and the new scenarios, it is believed that it is most relevant to analysethe lived experiences of those who are learning to teach. This involves not only thescientific, procedural and pedagogical components of this process but also the indi-vidual as a whole. It is, thus, important to focus on the cognitions, emotions andmeanings that emerge, to listen to the dilemmas, doubts and fears of the studentteachers regarding their teaching practice, as well as their drives, beliefs and expec-tations about the profession. It is further believed that a phenomenological andholistic approach represents a valuable contribution for a deeper understanding ofthe complexity, dynamics and idiosyncrasies of becoming a teacher. Since 1996,continuous research has been undertaken aimed at the identification and assessmentof the student teachers’ feelings and perceptions regarding their own teaching prac-tice, as well as the impact of this experience on their personal and professionaldevelopment (e.g., Caires 2001, 2003; Caires and Almeida 2005, 2007; Caires,Almeida, and Martins 2010; Caires, Almeida, and Vieira 2010). In the first stage ofthese investigations, which were focussed on direct access to the ‘voices’ of the stu-dent teachers, a qualitative approach prevailed.

More recently, emerging institutional concerns regarding intervention have ledto a gradual refinement of an instrument that could allow a quick and accuratescreening of the main areas of need, achievement and difficulty amongst studentteachers. As a result, a short-form version of the Inventory of Experiences and Per-ceptions of Teaching the Practice was constructed (Caires, Almeida, and Vieira2010) within which the main experiences and perceptions of the students regardingtheir teaching practice are assessed in four dimensions: (i) learning and supervision;(ii) professional and institutional socialisation; (iii) emotional and physical impact;and (iv) career aspects. The main results of a first study based on this new tool areshared in this paper.

The study

Considering the four dimensions assessed by the short-form version of the Inven-tory of Experiences and Perceptions of Teaching the Practice (IEPTP), this paperseeks to describe the student teachers’ general perceptions concerning (i) learningand supervision; (ii) professional and institutional socialisation; (iii) emotional andphysical impact; and (iv) career aspects, as well as the relationship between thesefour dimensions. A further analysis will be made about whether the perceptions andexperiences of these student teachers vary according to gender, graduate coursebackground (science vs. arts), the existence (or not) of previous work experienceand school location (urban, semi-urban and rural).

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Methods

Participants

The research involved a cohort of 295 student teachers, 160 (54.2%) attending artsgraduate courses and 135 (45.8%) attending graduate courses in science. The vastmajority of participants were female (N = 233, 78.9%). The ages of the participantsvaried from 22 to 48 years old and the mean age was 24.7 (SD = 3.74). Nearly halfof the participants carried out their teaching practice in an urban high school (N =132, 44.6%), 29.1% (N = 86) in a semi-urban high school and 22.6% (N = 67) in arural setting. Ten participants did not provide this information. More than half ofthe participants (N = 172, 58.1%) did not have any further contact with the worldof work, while 42.2% (N = 125) had some previous professional experience, mainlyin education (teaching, student support, extra lessons, after school care), business(commerce, trade, industry) and the hotel and restaurant sector. That experience wasfull-time as well as part-time. Although earlier studies did not emphasise previouswork experience as an important variable in the way student teachers perceive theirteaching practice, this study explored this matter to see if it may have some influ-ence, based on the fact that some transversal skills necessary for adapting to theprofessional role (Herr and Cramer 1992) may be acquired in other work settings,which, in turn, may facilitate the teaching practice experience.

Instrument

The perspective of the student teachers was assessed by the short form of the Inven-tory of Experiences and Perceptions of the Teaching Practice (Caires, Almeida, andMartins 2010), which is a 28-item instrument focused on four dimensions of theirteaching practice, as follows: (i) learning and supervision (10 items; = 0.86) (ii)professional and institutional socialisation (six items; = 0.77); (iii) emotional andphysical impact (six items; = 0.83); and (iv) career aspects (ix items; = 0.71).

The learning and supervision sub-scale examined the perceptions of the studentteachers regarding the sources of learning and progress made throughout theirteaching practice in terms of competencies, skills and knowledge. Their satisfactionconcerning the performance of their university and school supervisors (e.g., theemotional encouragement, modelling and/or logistical and technical back up of theirsupervisors) was also evaluated. Some representative items from this dimension are:‘My supervisor has been an important source of emotional support’ or ‘Workingwith more experienced teachers was a very important source of learning during myteaching practice’.

The professional and institutional socialisation sub-scale examined the quality ofthe adaptation process of the trainee in the school and in the teaching profession, aswell as satisfaction levels regarding school reception, warmth, recognition andapproval and resources and conditions available for the accomplishment of theirassignments (e.g., ‘I’ve established a good relationship with the school’s administra-tion’ or ‘I felt that in my school student teachers have a minor status’).

The emotional and physical impact sub-scale focussed on the effects of theteaching practice upon the psycho-physiological balance of the student teacher(e.g., sleep patterns, appetite, stress levels, weariness). Some representative itemsfrom this dimension are: ‘I often felt tense and stressed during my teaching prac-

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tice’ or ‘I’ve experienced sleeping problems (insomnia, nightmares, etc) duringteaching practice’.

Finally, the career aspects sub-scale examined the extent of querying about their‘vocation’ for the teaching profession, their ‘sense of identity’ as teachers and theanticipated levels of personal and professional fulfilment in their teaching career (e.g.,‘I feel like a real teacher’ or ‘The teaching practice made me feel that I do not havethe “vocation” to be a teacher’).

Each item of the IEPTP was assessed using a five-point Likert scale (fromstrongly disagree to strongly agree). This short-form version has shown adequatepsychometric characteristics (Comparative Fit Index (CFI) = 0.903; root mean_-square error of approximation (RMSEA) = 0.048) in a previous confirmatory factoranalysis (Caires, Almeida, and Vieira 2010).

Procedure

The evaluation of the experiences and perceptions of student teachers took placeone month before the end of their teaching practice. The questionnaire was sent bymail to the school of each student teacher and could be returned directly to theresearch team at the university, or sent back by mail. The envelope also contained aletter clarifying the goals and procedures of the study and reassuring its anonymous,confidential and voluntary nature. Exploratory data analyses revealed that theassumptions for using parametric and multivariate tests were met. The statisticalanalyses were conducted with SPSS, version 17.0.

Results

In order to describe the perceptions of the student teachers regarding their teachingpractice experience, Table 1 presents an overall picture of the results in respect ofthe four dimensions of IEPTP. Data are presented in terms of means (M), standarddeviations (SD), range and bivariate correlations among the IEPTP dimensions.Higher mean values represent higher levels of satisfaction or lesser difficulties.

Results in Table 1 show that ‘career aspects’ is the greatest area of impact(M = 4.07). In fact, data indicate a reasonable sense of professional identity,elevated levels of confidence and the sense of having made a good career choice,as well as high levels of self-fulfilment.

With regard to the student teachers’ ‘professional and institutional socialisation’results reveal the presence of medium–high satisfaction levels (M = 3.44) foraspects such as the warmth and support given by the different members of the

Table 1. Means, standard deviations, ranges, and correlation coefficients among IEPTPdimensions.

M SD Range 1 2 3

1. LS 3.50 0.75 1.00–5.00 —2. PIS 3.44 0.76 1.17–5.00 .50 —3. EPI 2.75 0.93 1.00–5.00 .30 .38 —4. CA 4.07 0.59 1.50–5.00 .50 .29 .21

Notes: N = 295. All correlations are significant, p < .001; LS = learning and supervision; PIS = profes-sional and institutional socialisation; EPI = emotional and physical impact; CA = career aspects.

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school community, its physical and material resources, the respect and acceptanceachieved inside the educational community and/or the good relationship establishedwith school administrators. Similar tendencies were found in the ‘learning andsupervision’ sub-scale (M = 3.50), which pointed out the positive impact of theteaching practice on student teachers’ development and learning, in addition to theirperception of growing levels of autonomy, self-confidence and trust about the qual-ity of the skills and knowledge acquired during teaching practice. These results alsodemonstrate the medium–high satisfaction levels of the student teachers with regardto the guidance and support received from their supervisors.

Despite these findings, the student teachers’ perceptions concerning the ‘emo-tional and physical impact’ of their teaching practice are less positive. The lowermean rates on this sub-scale (M = 2.75) reveal the pressure and sense of ‘vulnera-bility’ felt by many of these student teachers. Some disturbances in their eating andsleeping patterns or significant levels of stress may also be responsible for the phys-ical and psychological weariness reported by them.

All the teaching practice dimensions were found to be positively associated(coefficient correlations ranged from .21 to .50 and all were significant at p < .001).This reveals that satisfaction and/or adaptation in one dimension of the teachingpractice is associated with adaptation in all other dimensions.

Descriptive statistics for gender and graduate course background (sciences andarts) with respect to the four dimensions of IEPTP are presented in Table 2

A 2 x 2 between-subjects multivariate analysis of variance (MANOVA) was per-formed on the four dependent variables: learning and supervision, professional andinstitutional socialisation, emotional and physical impact and career aspects. Inde-pendent variables were gender and graduate course background.

MANOVA revealed that the combined dependent variables were significantlyaffected by both graduate course background (Pillai’s Trace = 0.083; F(4, 286) = 6.47;p < .001) and gender (Pillai’s Trace = 0.078; F(4, 286) = 6.06; p < .001). No significantinteraction effect was found (Pillai’s Trace = 0.025; F(4, 286) = 1.83; p > .05).

With respect to the graduate course background of the student teachers, univari-ate tests revealed that arts students (M = 3.66) perceived higher satisfaction in thelearning and supervision dimension than the science students (M = 3.33). Thismeans that arts students are more satisfied with the performance of their supervisorand identify more satisfying achievements in their personal and professional devel-opment (growing knowledge and skilfulness, growing levels of autonomy and self-confidence) than science students (F(1,293) = 11.77, p <.01). No differences werefound in the other dimensions.

With relation to gender, univariate tests revealed that males (M = 3.23) havehigher scores in the emotional and physical impact dimension than females (M =2.62), which suggests a better socio-emotional adjustment to teaching practice(F(1,293) = 22.24, p < .001). For example, males reported fewer sleeping problems,lower levels of stress and only a minor impact on their appetite and eating patterns.No gender differences were found in the other dimensions.

Descriptive statistics for previous work experience and school location (urban,semi-urban or rural) with respect to the four dimensions of the IEPTP are presentedin Table 3.

No differences between the four dimensions were found when student teacherswere compared according to previous work experiences and the school location(urban, semi-urban or rural). MANOVA results revealed that the combined depen-

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Table2.

Means

andstandard

deviations

inIEPTPdimensionsby

gender

andgraduate

course

background.

LS

PIS

EPI

CA

Gender

NM

SD

MSD

MSD

MSD

Science

F105

3.35

0.80

3.51

0.76

2.73

0.92

4.00

0.59

M29

3.26

0.89

3.49

0.91

3.38

0.99

4.07

0.59

Total

134

3.33

0.82

3.51

0.79

2.87

0.97

4.02

0.59

Arts

F128

3.58

0.63

3.31

0.71

2.53

0.82

4.11

0.56

M31

3.78

0.79

3.69

0.72

3.10

0.93

4.08

0.66

Total

159

3.62

0.67

3.38

0.72

2.64

0.87

4.10

0.58

Total

F233

3.48

0.72

3.40

0.74

2.62

0.87

4.06

0.58

M60

3.53

0.87

3.60

0.81

3.23

0.96

4.07

0.63

Total

293

3.49

0.75

3.44

0.76

2.74

0.92

4.07

0.59

Note:

LS=learning

andsupervision;

PIS

=profession

alandinstitu

tionalsocialisation;

EPI=em

otionalandph

ysical

impact;CA

=career

aspects.

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Table3.

Means

andstandard

deviations

inIEPTPdimensionsby

previous

workexperience

andschool

locatio

n(urban,semi-urbanor

rural).

LS

PIS

EPI

CA

Location

MDP

MDP

MDP

MDP

NoPWE

Urban

6735.17

7.19

19.89

5.09

17.14

5.60

24.73

3.21

Sem

i-rural

4236.30

7.75

21.19

4.50

17.23

5.01

24.47

4.27

Rural

3334.42

8.63

21.39

4.50

17.03

4.14

24.51

3.84

Total

142

35.33

7.68

20.62

4.82

17.14

5.09

24.60

3.67

PWE

Urban

4434.38

7.75

20.61

4.83

16.77

5.52

24.25

3.72

Sem

i-rural

3235.09

6.36

19.81

3.56

15.96

6.11

24.71

2.54

Rural

1934.31

7.05

21.05

4.50

16.26

6.09

24.89

3.19

Total

9534.61

7.11

20.43

4.30

16.40

5.79

24.53

3.24

Notes:LS=learning

andsupervision;

PIS

=profession

alandinstitu

tionalsocialisation;

EPI=em

otionalandph

ysical

impact;CA

=career

aspects;

PWE

=previous

workexperience.

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dent variables were not significantly affected by either previous work experience(Pillai’s Trace = 0.015; F(4, 274) = 1.02; p > .05) or school location (Pillai’s Trace= 0.020; F(8, 550) = 0.68; p > .05).

Summary and discussion

This paper has tried to describe the general perceptions of student teachers regard-ing four major dimensions of their teaching practice: (i) learning and supervision;(ii) professional and institutional socialisation; (iii) emotional and physical impact;and (iv) career aspects. In addition, the correlation amongst the four dimensions ofteaching practice, as well as the influence of gender, graduate course background,previous work experience and school location were analysed.

Research illustrates the multi-dimensional, dynamic and idiosyncratic nature ofbecoming a teacher: a process entailing different areas of development, performanceand well-being of the individuals, and involving numerous adjustments and growthresulting from the synergies of a large set of internal and contextual variables(Bullough 1997; Caires, Almeida, and Martins 2010; Flores 2006; Grant 1992;Greenhalgh 1994; McNally et al. 1997; Newman 2000; Timmerman 2009).

Among the participants of this study, and corroborating previous evidence,teaching practice is perceived as a particularly stressful and demanding period,which involves considerable amounts of distress, changes in psycho-physiologicalpatterns and an increasing sense of weariness and ‘vulnerability’ (Caires 2001,2003; Caires, Almeida, and Martins 2010, 2010; Evelein, Korthagen, and Brekel-mans 2008; Head, Hill, and Maguire 1996; Kyriacou and Stephens 1999; Lamoteand Engels 2010). Despite these difficulties, data also reveal student teachers’ posi-tive perceptions regarding their growing knowledge and skilfulness, their increasingsense of efficacy, flexibility and spontaneity in their performance and interactions,as well as the awareness of having achieved reasonable levels of acceptance andrecognition amongst the school community. The results confirm previous findingsthat point out the multiple gains and achievements that take place during teachingpractice (Arregui, Perez, and Garcia 2009; Caires and Almeida 2005; Kagan 1992;Tillemma 2000). More emphatically, Capel, Leask, and Turner (1997) assume thatteaching practice is the stage where the proficiency of a trainee teacher progressesfaster and more intensively than at any other stage of his/her professional develop-ment.

As stated before, becoming a teacher depends on the interaction of multiple vari-ables amongst which the personal characteristics and resources of the student teachers,the guidance and support from their supervisors and the characteristics of the ethos ofthe placement school play a major role (Arregui, Perez, and Garcia 2009; Caires,Almeida, and Martins 2010; Flores and Day 2005; Haritos 2004; McNally et al. 1997;Newman 2000). Accordingly, these findings demonstrate the presence of positive cor-relations between the four dimensions of the IEPTP, which shows that satisfactionand/or adaptation in one of these dimensions is associated with satisfaction and/oradaptation in the others. Therefore, it can be claimed that the warmth, acceptance andsatisfactory conditions offered to these newcomers may determine not only theirgrowing sense of ‘belonging’ but also (partially) their self-fulfilment regarding theteaching profession or the reasonable sense of professional identity acknowledged bythese student teachers (Beck and Kosnick 2000; Caires and Almeida 2001b; Floresand Day 2005; Krecic and Grmek 2008; McNally et al. 1997). Additionally, the

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achievement and progression perceived in their skills and knowledge may also be par-tially explained by the quality of their socialisation process within the school commu-nity. As expressed by many other authors, discussions about the theoretical andpractical issues of teaching, the sharing and/or collaborative production of materialsand advice provided by more experienced teachers may all contribute to the learningprocess of the student teachers (Ashforth and Saks 1996; Lacey 1977; McNally et al.1997; Olson and Osborne 1991; Sanches and Petrucci 2002).

The findings also emphasise the important role of the supervisor figure in line withmany other studies that regard him/her as a key facilitator of the ecological transitionsof student teachers and as an important source of technical and emotional support(Acheson and Gall 1997; Alarcão and Tavares 2003; Calderhead and Shorrock 1997;Caires and Almeida 2001a, 2007; Johnston 1994). In this study, the positive assess-ment of their supervisors’ performance (e.g., emotional support, modelling and/orlogistical and technical back up) also helps to explain the positive perceptions of theachievements and progress occurred during teaching practice (not only in terms oftheir conceptual, procedural and pedagogical acquisitions but also in the social andvocational arenas). Supervision is, in fact, a privileged setting for the sharing of,reflection about and discussion around the phenomenological aspects of teachingpractice (Alarcão and Sá-Chaves 1994, Caires 2003; Vieira 2009; Vieira et al. 2010).The sharing of experiences with their supervisors and other student teachers, the jointexploration of the beliefs, perceptions and affects involved in teaching practice and/orthe joint construction of meanings can all represent a significant opportunity for self-exploration, exploration of the teaching profession, mutual knowledge and thestrengthening of complicity relationships amongst student teachers, their supervisorsand colleagues. These aspects may indeed help to thwart the communication prob-lems, competitiveness and individualism frequently emerging within the group. Itmay also serve as a model for future relationships to be adopted within the classroom.

Finally, it is also important to emphasise the differences found in the way thesestudent teachers experienced teaching practice according to their gender and gradu-ate course background. In conformity with other studies, the data reveal gender dif-ferences in the psychological and emotional impact of the teaching practice: femalestudents reported higher levels of tiredness, stress and weariness (Caires 2001,2003; Caires, Almeida, and Martins 2010; Head, Hill, and Maguire 1996). Further-more, what distinguishes the results of this study from the findings of Caires,Almeida and Martins (2010) and Head, Hill, and Maguire (1996) – both evaluatingthe experiences of student teachers at the beginning and end of their teaching prac-tice – is that, in these last two studies, gender differences were found at the begin-ning of teaching practice but not at the end. In the present study, merely focussedon the experiences of student teachers at the end of the teaching practice, thesegender differences were also identified.

With reference to graduate course background this study found that arts studentsperceived themselves as more confident regarding their skills and knowledge asfuture teachers as well as more satisfied with their supervision process, when com-pared to their science counterparts. The lower levels of confidence and satisfactionof science students may be (at least partially) explained by contextual variablesrelated to the specific demands of their scientific arena and by relational factors.Concerning the first possibility, science courses are particularly demanding in termsof complexity, level of abstraction, meticulousness and precision of their conceptsand procedures, which can, in turn, make it more difficult to develop theoretical and

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technical knowledge and skills. These demands could be especially heightened forthose who, besides learning the core concepts and procedures of science, are – at thesame time – learning the pedagogical tools to teach them. Additionally, the commonresistance amongst pupils regarding science subjects may amplify the sense of diffi-culty amongst student teachers. With regard to relational factors, university sciencecourses are frequently described as emotionally distant in terms of the relationshipsteachers establish with their students. In arts courses – a predominantly femalemilieu – staff–student interactions are usually perceived as more friendly andsupportive. As stated before, this affective–relational component of the supervisor–student teacher relationship has an important role in the trainees’ learning andprofessional development, as well as on their emotional and physical balance, social-isation process and career development (Beck and Kosnick 2000; McNally et al.1997; Serow 1998). All these aspects must be preventively considered in teachereducation programmes’ syllabuses, namely during teaching practice, although this issometimes ignored or unattended by academic staff at the university.

It is important to outline some implications of this study for psycho-educationalscreening and intervention in this area. Considering that the short-form version ofthe Inventory of Experiences and Perceptions of Teaching the Practice is a reliabletool to identify the student teachers’ general perceptions regarding (i) learning andsupervision, (ii) professional and institutional socialisation, (iii) emotional andphysical impact, and (iv) career aspects, as well as their specific needs and/or diffi-culties, it is believed that it may be a useful tool for the design and development ofintervention programmes that contribute to support and strengthen student teachers’well-being and adequate functioning, as well as the learning opportunities offeredby teaching practice. Such programmes should enhance supervisors’ sensitivity andspecial attention to the more difficult and overwhelming issues of student teachers’experience as well their impact on professional learning, performance and well-being, and, if necessary, include support to the student teachers through specialisedpsychological and/or career service guidance.

Notes on contributorsSusana Caires is an assistant professor of Educational Psychology, at the Institute ofEducation, University of Minho, Portugal. Her main research topics concern teacher initialeducation, the transition from higher education to the world of work, and parenting in healthsettings.

Leandro S. Almeida is a full professor of Educational Psychology, at the Institute ofEducation, University of Minho, Portugal. Main research topics concern cognition, cognitivedevelopment, learning and academic achievement. Recent projects are related to thetransitions from secondary to higher education, and from university to the world of work,namely considering students’ expectations and adjustment phases in those transitions.

Diana Aguiar Vieira, PhD in psychology, belongs to the Research Centre of Psychology,Faculty of Psychology and Education, University of Porto, Portugal. She is a senior lecturerat the Institute of Accounting and Administration of Porto (ISCAP), Polytechnic Institute ofPorto (IPP), Portugal. Her main research topics concern self-efficacy, coaching and thetransition from higher education to the world of work.

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