Purpose

The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received.

Design/methodology/approach

This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace.

Findings

This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning.

Practical implications

The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace.

Originality/value

Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

中文翻译：

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第二职业教师的职场学习与大学学习

目的

本研究的目的是考察转行学生教师在教师培训中的实践学习，特别关注他们获得的支持。

设计/方法/方法

本研究基于对 15 次小组访谈的定性内容分析，其中包括 58 位转行的学生教师，重点关注他们在大学和工作场所的学习。

发现

本文表明，转行学生教师的学习是与任务相关的，是基于互动的。它受益于大学和工作场所的行动者提供的支持。他们的学习是高度自我调节的，并建立在先前专业和生活经验的技能之上。然而，行为主义学习和试错学习策略比建构主义学习和目标导向学习更常被提及。

实际影响

调查结果强调了这样一个事实，即大学和学校可以通过提供专业支持来加强转行学生教师的学习，帮助他们将先前职业的经验与他们在大学获得的知识和工作场所的经验联系起来。

原创性/价值

到目前为止，很少有研究涉及教师教育中的工作场所学习。本研究旨在解决这一不足。此外，该研究还展示了转行的学生教师如何应对在基于实践的教师教育中弥合理论和实践知识之间差距的挑战。