Becoming A Teacher, Studet Teacher Expetiences

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Becoming a teacher: student teachers’

experiences and perceptions about
teaching practice
a a b
Susana Caires , Leandro Almeida & Diana Vieira
a
University of Minho, Braga, Portugal
b
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 of
Teacher Education, 35:2, 163-178
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Vol. 35, No. 2, May 2012, 163–178
Becoming a teacher: student teachers’ experiences and perceptions

about teaching practice
Susana Cairesa*, Leandro Almeidaa and Diana Vieirab
a
University of Minho, Braga, Portugal; bPolytechnic Institute of Porto, Vila do Conde,
Portugal
Downloaded by [University of Barcelona] at 04:57 06 November 2012
In an attempt to build a more comprehensive and holistic understanding of the

complexity, dynamics and idiosyncrasies involved in becoming a teacher, this
study focussed on the experiences of 295 student teachers. Their feelings, cogni-
tions and perceptions regarding teaching practice were analysed using the short
version 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 their
performance and interactions. Their perception of their accomplishments in
achieving reasonable levels of acceptance and recognition within the school
community and their positive evaluation of the guidance and support provided
by their supervisors are also emphasised. Differences were found – in terms of
gender and graduate course background – in the way these student teachers
experienced 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 multiple
interests and ways of exploring its different dimensions, actors and dynamics. As a
consequence, research and publications in this field have significantly increased, espe-
cially with regard to teaching practice, which has progressively been recognised as
playing a determinant role in the teachers’ initial education and their early develop-
ment (Arends 2009; Britzman 2003; Bullough and Stokes 1994; Caires and Almeida
2005; 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 the
identification of and training of the ‘right skills’ (the most salient and influential
teaching behaviours) in an attempt to achieve effective teaching and, consequently,
improved student performance. The main goal of teaching practice was the
achievement and application of these skills in order to guarantee some level of
*Corresponding author. Email: s.caires@sapo.pt
ISSN 0261-9768 print/ISSN 1469-5928 online

Ó 2012 Association for Teacher Education in Europe
http://dx.doi.org/10.1080/02619768.2011.643395
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164 S. Caires et al.
technical expertise in the classroom. The repeated practice of required behaviours;

timely and behaviour-specific feedback; and discussion of the fundamental principles
underlying 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 also
significant investments in the discussion and questioning of the key paradigms and
practices of initial teacher education (ITE), as well as concerning the structure, goals
and relevance of teaching practice in the initial education of those who chose the
teaching profession (Lortie 1975; Kagan 1992; Veenman 1984; Zeichner 1983, 1990).
Later in the 1980s significant changes occurred in the research scenario. The
focus gradually shifted to the process of learning to teach, which aimed at the way
teachers think about what they do, their cognitive processes during teaching (beliefs,
judgments, competing images) and the numerous factors that they have to deal with
in their ongoing interactions in the classroom (Bullough and Stokes 1994; Calderhead
1984, 1987; Doyle 1979; Hollingsworth 1989; Peterson and Clark 1978). By the late
1980s, two other central themes emerged strongly: the socialisation process of
student teachers into the educational community (Furlong et al. 1988; Guyton and
McIntyre 1990; Jardine and Field 1992; McNally et al. 1997; Zeichner and Gore
1990; Zeichner and Tabachnick 1985), and supervision methods, processes and rela-
tionships (Booth 1993; Cameron-Jones and O’Hara 1999; Elliot and Calderhead
1984; 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 members
of that community. During this process, student teachers make continuous attempts
to acknowledge, interpret and give meaning to rules, values, resources and commu-
nication patterns in order to gradually integrate into the school ethos. According to
several authors the feeling of ‘belonging’ and the building of the first foundations
of their identity as teachers depend upon the support that is received from the
school administration and colleagues for their initiatives and opinions, as well as
their professional and personal fulfilment. The acceptance and recognition gained
by 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; Kuzmic
1994; Lacey 1977; McNally et al. 1997; Zeichner and Gore 1990). Underlining the
major role of this approach, some authors compare the socialisation process of stu-
dent teachers – in terms of its relevance and impact – to the scientific, procedural
and pedagogical components of teaching practice. Defenders of this position argue
that the social dimension of becoming a teacher is at the heart of some main
achievements that take place during this stage of ITE. Additionally, it has significant
consequences 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 teacher
they 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 investments
were mostly of a theoretical nature, and focussed on the identification and
systematisation of the several existing supervision practices and their underpinning
paradigms. Additional efforts were taken with regard to the definition of roles and
European Journal of Teacher Education 165
responsibilities of co-operating teachers and university supervisors, as well as on

the 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 and
Aldinger 1984; Zahorik 1988). More recently, the affective–relational components
of the supervisor–student teacher relationship have come into focus (e.g., supporting
supervisory 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 professional
development, as well as on their emotional and physical balance. In some cases,
these affective–relational components can act as ‘buffers’, diminishing the levels of
tension and distress which are frequently experienced during this stage (Acheson
and Gall 1997; Alarcão and Tavares 2003; Calderhead and Shorrock 1997; Caires
and Almeida 2007; Hoover, O’Shea, and Carroll 1988; Smith and Ardle 1994).
Since the 1990s, emotional and social intelligence have also gradually emerged
as 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 management
and 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 student
teachers to adapt to new situations, innovate and solve problems, lead groups, and
assist students. Taking into account the impact of several of the teachers’ social and
emotional 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 1990s
onwards (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, several
key questions remain unanswered or have been superficially approached. According
to 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’ do
they experience their teaching practice (feelings, thoughts, attitudes)? ‘What’ are
their main difficulties and concerns, while coping with the constraints and chal-
lenges of teaching practice and their teaching career? ‘Which’ conditions determine
the 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 with
teaching? (Arregui, Pérez, and García 2009; Britzman 2003; Caires and Almeida
2005, 2007; Korthagen 2004; Lamote and Engels 2010; Timmerman 2009).
According to previous authors, the answers to these questions may benefit from
the deeper and broader scrutiny of a phenomenological and holistic approach.
Through this view teacher education institutions and agents can take an insightful
look at the complexity, diversity, richness and intensity of this phenomenon. Based
on this new framework, they can design and put into practice more appropriate
answers to the different needs (e.g., technical, emotional, social, vocational),
dynamics and paths that characterise the process of becoming a teacher, as a result
of the interrelationships and synergies of a multiple set of variables. Amongst these
variables, the literature highlights the personal characteristics, experiences and
resources of the student teachers, the guidance and support of their supervisors and
also the characteristics of the ethos of their school (Arregui, Pérez, and García
2009; Caires, Almeida, and Martins 2010; Flores and Day 2005; Giebelhaus and
Bowman 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 of
self, others and the new scenarios, it is believed that it is most relevant to analyse
the lived experiences of those who are learning to teach. This involves not only the
scientific, 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 and
meanings that emerge, to listen to the dilemmas, doubts and fears of the student
teachers regarding their teaching practice, as well as their drives, beliefs and expec-
tations about the profession. It is further believed that a phenomenological and
holistic approach represents a valuable contribution for a deeper understanding of
the complexity, dynamics and idiosyncrasies of becoming a teacher. Since 1996,
continuous research has been undertaken aimed at the identification and assessment
of the student teachers’ feelings and perceptions regarding their own teaching prac-
tice, as well as the impact of this experience on their personal and professional
development (e.g., Caires 2001, 2003; Caires and Almeida 2005, 2007; Caires,
Almeida, and Martins 2010; Caires, Almeida, and Vieira 2010). In the first stage of
these 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 led
to a gradual refinement of an instrument that could allow a quick and accurate
screening of the main areas of need, achievement and difficulty amongst student
teachers. As a result, a short-form version of the Inventory of Experiences and Per-
ceptions of Teaching the Practice was constructed (Caires, Almeida, and Vieira
2010) within which the main experiences and perceptions of the students regarding
their 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 are
shared 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 paper
seeks to describe the student teachers’ general perceptions concerning (i) learning
and supervision; (ii) professional and institutional socialisation; (iii) emotional and
physical impact; and (iv) career aspects, as well as the relationship between these
four dimensions. A further analysis will be made about whether the perceptions and
experiences of these student teachers vary according to gender, graduate course
background (science vs. arts), the existence (or not) of previous work experience
and school location (urban, semi-urban and rural).
Methods
Participants
The research involved a cohort of 295 student teachers, 160 (54.2%) attending arts
graduate courses and 135 (45.8%) attending graduate courses in science. The vast
majority of participants were female (N = 233, 78.9%). The ages of the participants
varied from 22 to 48 years old and the mean age was 24.7 (SD = 3.74). Nearly half
of 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 a
rural setting. Ten participants did not provide this information. More than half of
the participants (N = 172, 58.1%) did not have any further contact with the world
of work, while 42.2% (N = 125) had some previous professional experience, mainly
in education (teaching, student support, extra lessons, after school care), business
(commerce, trade, industry) and the hotel and restaurant sector. That experience was
full-time as well as part-time. Although earlier studies did not emphasise previous
work experience as an important variable in the way student teachers perceive their
teaching 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 the
professional 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, and
Martins 2010), which is a 28-item instrument focused on four dimensions of their
teaching practice, as follows: (i) learning and supervision (10 items; = 0.86) (ii)
professional and institutional socialisation (six items; = 0.77); (iii) emotional and
physical impact (six items; = 0.83); and (iv) career aspects (ix items; = 0.71).
The learning and supervision sub-scale examined the perceptions of the student
teachers regarding the sources of learning and progress made throughout their
teaching practice in terms of competencies, skills and knowledge. Their satisfaction
concerning the performance of their university and school supervisors (e.g., the
emotional encouragement, modelling and/or logistical and technical back up of their
supervisors) was also evaluated. Some representative items from this dimension are:
‘My supervisor has been an important source of emotional support’ or ‘Working
with more experienced teachers was a very important source of learning during my
teaching practice’.
The professional and institutional socialisation sub-scale examined the quality of
the adaptation process of the trainee in the school and in the teaching profession, as
well as satisfaction levels regarding school reception, warmth, recognition and
approval and resources and conditions available for the accomplishment of their
assignments (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 the
teaching practice upon the psycho-physiological balance of the student teacher
(e.g., sleep patterns, appetite, stress levels, weariness). Some representative items
from this dimension are: ‘I often felt tense and stressed during my teaching prac-
tice’ or ‘I’ve experienced sleeping problems (insomnia, nightmares, etc) during

teaching 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 the
anticipated 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 have
the “vocation” to be a teacher’).
Each item of the IEPTP was assessed using a five-point Likert scale (from
strongly disagree to strongly agree). This short-form version has shown adequate
psychometric characteristics (Comparative Fit Index (CFI) = 0.903; root mean_-
square error of approximation (RMSEA) = 0.048) in a previous confirmatory factor
analysis (Caires, Almeida, and Vieira 2010).
Procedure
The evaluation of the experiences and perceptions of student teachers took place
one month before the end of their teaching practice. The questionnaire was sent by
mail to the school of each student teacher and could be returned directly to the
research team at the university, or sent back by mail. The envelope also contained a
letter clarifying the goals and procedures of the study and reassuring its anonymous,
confidential and voluntary nature. Exploratory data analyses revealed that the
assumptions for using parametric and multivariate tests were met. The statistical
analyses were conducted with SPSS, version 17.0.
Results
In order to describe the perceptions of the student teachers regarding their teaching
practice experience, Table 1 presents an overall picture of the results in respect of
the four dimensions of IEPTP. Data are presented in terms of means (M), standard
deviations (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) for
aspects such as the warmth and support given by the different members of the
Table 1. Means, standard deviations, ranges, and correlation coefficients among IEPTP
dimensions.
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.
school community, its physical and material resources, the respect and acceptance
achieved inside the educational community and/or the good relationship established
with school administrators. Similar tendencies were found in the ‘learning and
supervision’ sub-scale (M = 3.50), which pointed out the positive impact of the
teaching practice on student teachers’ development and learning, in addition to their
perception of growing levels of autonomy, self-confidence and trust about the qual-
ity of the skills and knowledge acquired during teaching practice. These results also
demonstrate the medium–high satisfaction levels of the student teachers with regard
to 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 lower
mean 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 and
sleeping 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 teaching
practice is associated with adaptation in all other dimensions.
Descriptive statistics for gender and graduate course background (sciences and
arts) 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 and
institutional 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 significantly
affected 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 significant
interaction 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 the
learning and supervision dimension than the science students (M = 3.33). This
means that arts students are more satisfied with the performance of their supervisor
and 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 were
found in the other dimensions.
With relation to gender, univariate tests revealed that males (M = 3.23) have
higher 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 presented
in Table 3.
No differences between the four dimensions were found when student teachers
were compared according to previous work experiences and the school location
(urban, semi-urban or rural). MANOVA results revealed that the combined depen-
170
S. Caires et al.
Table 2. Means and standard deviations in IEPTP dimensions by gender and graduate course background.
LS PIS EPI CA
Gender N M SD M SD M SD M SD
Science F 105 3.35 0.80 3.51 0.76 2.73 0.92 4.00 0.59
M 29 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 F 128 3.58 0.63 3.31 0.71 2.53 0.82 4.11 0.56
M 31 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 F 233 3.48 0.72 3.40 0.74 2.62 0.87 4.06 0.58
M 60 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 and supervision; PIS = professional and institutional socialisation; EPI = emotional and physical impact; CA = career aspects.
Table 3. Means and standard deviations in IEPTP dimensions by previous work experience and school location (urban, semi-urban or rural).
LS PIS EPI CA
Location M DP M DP M DP M DP
No PWE Urban 67 35.17 7.19 19.89 5.09 17.14 5.60 24.73 3.21
Semi-rural 42 36.30 7.75 21.19 4.50 17.23 5.01 24.47 4.27
Rural 33 34.42 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 44 34.38 7.75 20.61 4.83 16.77 5.52 24.25 3.72
Semi-rural 32 35.09 6.36 19.81 3.56 15.96 6.11 24.71 2.54
Rural 19 34.31 7.05 21.05 4.50 16.26 6.09 24.89 3.19
Total 95 34.61 7.11 20.43 4.30 16.40 5.79 24.53 3.24
Notes: LS = learning and supervision; PIS = professional and institutional socialisation; EPI = emotional and physical impact; CA = career aspects; PWE = previous
work experience.
171
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 of
teaching 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 of
becoming a teacher: a process entailing different areas of development, performance

and well-being of the individuals, and involving numerous adjustments and growth
resulting 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-physiological
patterns 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; Lamote
and Engels 2010). Despite these difficulties, data also reveal student teachers’ posi-
tive perceptions regarding their growing knowledge and skilfulness, their increasing
sense of efficacy, flexibility and spontaneity in their performance and interactions,
as well as the awareness of having achieved reasonable levels of acceptance and
recognition amongst the school community. The results confirm previous findings
that point out the multiple gains and achievements that take place during teaching
practice (Arregui, Perez, and Garcia 2009; Caires and Almeida 2005; Kagan 1992;
Tillemma 2000). More emphatically, Capel, Leask, and Turner (1997) assume that
teaching practice is the stage where the proficiency of a trainee teacher progresses
faster 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 of
the 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 satisfaction
and/or adaptation in one of these dimensions is associated with satisfaction and/or
adaptation in the others. Therefore, it can be claimed that the warmth, acceptance and
satisfactory conditions offered to these newcomers may determine not only their
growing sense of ‘belonging’ but also (partially) their self-fulfilment regarding the
teaching profession or the reasonable sense of professional identity acknowledged by
these student teachers (Beck and Kosnick 2000; Caires and Almeida 2001b; Flores
and Day 2005; Krecic and Grmek 2008; McNally et al. 1997). Additionally, the
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 and
practical issues of teaching, the sharing and/or collaborative production of materials
and advice provided by more experienced teachers may all contribute to the learning
process 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 with
many other studies that regard him/her as a key facilitator of the ecological transitions
of 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/or
logistical and technical back up) also helps to explain the positive perceptions of the
achievements and progress occurred during teaching practice (not only in terms of
their conceptual, procedural and pedagogical acquisitions but also in the social and
vocational arenas). Supervision is, in fact, a privileged setting for the sharing of,
reflection about and discussion around the phenomenological aspects of teaching
practice (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 joint
exploration of the beliefs, perceptions and affects involved in teaching practice and/or
the joint construction of meanings can all represent a significant opportunity for self-
exploration, exploration of the teaching profession, mutual knowledge and the
strengthening of complicity relationships amongst student teachers, their supervisors
and colleagues. These aspects may indeed help to thwart the communication prob-
lems, competitiveness and individualism frequently emerging within the group. It
may 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 these
student 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: female
students 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 evaluating
the 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 focussed
on the experiences of student teachers at the end of the teaching practice, these
gender differences were also identified.
With reference to graduate course background this study found that arts students
perceived themselves as more confident regarding their skills and knowledge as
future teachers as well as more satisfied with their supervision process, when com-
pared to their science counterparts. The lower levels of confidence and satisfaction
of science students may be (at least partially) explained by contextual variables
related to the specific demands of their scientific arena and by relational factors.
Concerning the first possibility, science courses are particularly demanding in terms
of complexity, level of abstraction, meticulousness and precision of their concepts
and procedures, which can, in turn, make it more difficult to develop theoretical and
technical knowledge and skills. These demands could be especially heightened for
those who, besides learning the core concepts and procedures of science, are – at the
same time – learning the pedagogical tools to teach them. Additionally, the common
resistance amongst pupils regarding science subjects may amplify the sense of diffi-
culty amongst student teachers. With regard to relational factors, university science
courses are frequently described as emotionally distant in terms of the relationships
teachers establish with their students. In arts courses – a predominantly female
milieu – staff–student interactions are usually perceived as more friendly and
supportive. As stated before, this affective–relational component of the supervisor–
student teacher relationship has an important role in the trainees’ learning and
professional 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 teacher
education programmes’ syllabuses, namely during teaching practice, although this is

sometimes ignored or unattended by academic staff at the university.
It is important to outline some implications of this study for psycho-educational
screening and intervention in this area. Considering that the short-form version of
the Inventory of Experiences and Perceptions of Teaching the Practice is a reliable
tool to identify the student teachers’ general perceptions regarding (i) learning and
supervision, (ii) professional and institutional socialisation, (iii) emotional and
physical 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 of
intervention programmes that contribute to support and strengthen student teachers’
well-being and adequate functioning, as well as the learning opportunities offered
by teaching practice. Such programmes should enhance supervisors’ sensitivity and
special 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 specialised
psychological and/or career service guidance.
Notes on contributors
Susana Caires is an assistant professor of Educational Psychology, at the Institute of
Education, University of Minho, Portugal. Her main research topics concern teacher initial
education, the transition from higher education to the world of work, and parenting in health
settings.
Leandro S. Almeida is a full professor of Educational Psychology, at the Institute of

Education, University of Minho, Portugal. Main research topics concern cognition, cognitive
development, learning and academic achievement. Recent projects are related to the
transitions 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 lecturer
at the Institute of Accounting and Administration of Porto (ISCAP), Polytechnic Institute of
Porto (IPP), Portugal. Her main research topics concern self-efficacy, coaching and the
transition from higher education to the world of work.
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Becoming a teacher: student teachers’ experiences and perceptions

In an attempt to build a more comprehensive and holistic understanding of the

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

ISSN 0261-9768 print/ISSN 1469-5928 online

technical expertise in the classroom. The repeated practice of required behaviours;

responsibilities of co-operating teachers and university supervisors, as well as on

tice’ or ‘I’ve experienced sleeping problems (insomnia, nightmares, etc) during

Summary and discussion

becoming a teacher: a process entailing different areas of development, performance

education programmes’ syllabuses, namely during teaching practice, although this is

Leandro S. Almeida is a full professor of Educational Psychology, at the Institute of

European Journal of Teacher Education 33, no. 1: 3–18.

Vieira, F. 2009. Towards a transformative vision of pedagogical supervision. Educação e

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