Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging

Autor/inn/en	Hanly, Cathal; Heinz, Manuela
Titel	Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging
Quelle	In: European Journal of Educational Research, 11 (2022) 4, S.2373-2386 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Heinz, Manuela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Student Teachers; Preservice Teacher Education; Student Attitudes; Teacher Placement; Professional Development; Professional Autonomy; Sense of Community; School Culture; Teaching Load; Mental Health; Physical Health; Stress Variables; Ireland + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Berufsfreiheit; Schulkultur; Schulleben; Lehrdeputat; Psychohygiene; Gesundheitszustand; Irland
Abstract	School placement plays a critical and complex role in student teacher development as well as in their professional dispositions and career attitudes. It is where theory and practice meet, teaching skills are developed, professional relationships formed and future careers envisioned. This mixed methods study explores student teachers' experiences with and perspectives about new models of extended school placements developed in Ireland following significant policy and programme reform. Data was collected through interviews and questionnaires with one of the first cohorts to experience a reconceptualised initial teacher education programme, including extended school placement periods in a variety of school settings. This paper will explore student teachers' perspectives regarding the value of the extended placement and factors influencing their professional learning, agency and sense of belonging. Overall, our findings confirm the pedagogical benefits of the extended placement in two different school settings for student teachers' professional learning. However, they also highlight how a number of factors, including the existence (or absence) of school support structures, school culture, peer networks, paid or unpaid additional workload and financial pressures impacted on student teachers' capabilities to develop their skills and professional agency, their sense of belonging and, in some cases, their physical and mental health. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01