ABSTRACT This study explores how 33 student teachers’ reflections during 106 ‘bumpy moments’ while in an international student teaching internship reveal their professional beliefs, and how the moments make the student teachers reflect upon their subjective educational theories. Student teachers described four themes of professional beliefs: (1) pedagogical content knowledge, (2) school context, (3) organisational skills and (4) self-reflection. Their reflections highlighted aspects of their subjective educational theories when they perceived they lacked an appropriate practical teaching strategy or they had pedagogical interactions with pupils or supervisors. The student teachers’ reflections on pedagogical interactions in a cross-cultural context made them aware of moral dimensions in teaching and their own position during normative (inter)actions. The findings of this study indicate that teacher educators should focus on everyday teaching details that occur during bumpy moments in a student’s teaching practice to explicate larger concepts such as the student teachers’ beliefs.

中文翻译：

---

在国际教学实习中的日常课堂体验如何提高学生教师对其主观教育理论的认识

摘要本研究探讨在国际学生教学实习期间，在106个“坎ump时刻”中33位学生教师的反思如何揭示他们的专业信念，以及这些时刻如何使学生教师反思他们的主观教育理论。学生教师描述了职业信仰的四个主题：（1）教学内容知识，（2）学校情境，（3）组织能力和（4）自我反思。当他们认为自己缺乏适当的实践教学策略或与学生或导师进行教学互动时，他们的反思突出了他们的主观教育理论的各个方面。在跨文化语境中，学生教师对教学互动的反思使他们意识到了教学中的道德维度以及他们在规范（互动）互动中的立场。这项研究的结果表明，教师教育者应关注在学生教学实践中遇到颠簸时刻的日常教学细节，以阐明较大的概念，例如学生教师的信仰。