ABSTRACT

Student teachers engaging in periods of training in the classroom, supported by experienced mentors, is an accepted model for teacher training. This qualitative study adopted a descriptive phenomenological approach to establish the lived experience of a group of postgraduate primary student teachers across their teacher training year. A community of practice theoretical lens was applied and findings suggested that in some cases student teachers can be regarded as legitimate peripheral participants (LPP) in a primary school context and learning gains made. However, learning and successful outcomes were still shown to take place even when the student teachers might not be regarded as LLPs. There are therefore limitations to the community of practice model. Attention paid to student teachers’ individual circumstances might better contribute to their self-efficacy and subsequent motivation to enter the teaching profession. There are implications for mentor training and further research.

摘要

在经验丰富的导师的支持下，实习教师在课堂上接受培训是一种公认​​的教师培训模式。这项定性研究采用描述性现象学方法来确定一组研究生小学教师在其教师培训年中的生活经历。应用了实践社区的理论镜头，结果表明，在一些案例 在小学环境中，学生教师可以被视为合法的外围参与者 (LPP) 并取得学习成果。然而，即使实习教师可能不被视为 LLP，学习和成功的结果仍然会发生。因此，实践社区模型存在局限性。关注实习教师的个人情况可能会更好地促进他们的自我效能感和随后进入教学行业的动力。这对导师培训和进一步研究有影响。