Exploring the value of student teaching practice: insights from preschool student teachers in Kosovo

Abstract

Research has shown that effective teacher preparation should include both theoretical knowledge and experience. This is becoming even more important at the early childhood-level as funding for programs that prepare people to work in preschool settings. There is evidence that experience gained during the student teaching practice is most effective when the theoretical part gained in university-based course is relevant and well-connected. An important investigation through some research questions related to the student teaching practice arose while trying to understand this importance. So, the aim was to find out if preschool student teachers enter the profession with high hopes and expectations, valuing their relationship with preschool mentor teachers, seeking support from university-based supervisors, whether the importance of student teaching is as a valuable preparation phase and to understand if their experiences and perceptions during this period can significantly impact their readiness and effectiveness as future preschool teachers. N = 65 preschool student teachers participated in this study. The survey was delivered both before and after their student teaching practice. A paired sample T-test was used to compare data before and after their attendance in a preschool class. Results show that preschool student teachers improved their understanding during their student teaching practice, both positively and negatively.

Keywords:

• Student teaching practice
• mentoring
• preschool teacher education
• preschool student teacher
• preschool mentor teacher

REVIEWING EDITOR:

• John Lee, Education University of Hong Kong, Hong Kong

SUBJECTS:

• Teachers & Teacher Education
• Childhood
• Early Years

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Reflective Journal is a notebook required for all student teachers, as evidence for the field-based practice. They describe the experience during the student teaching practice in Preschool-based and school-based class.

2 STP – Student Teaching Practice.

3 STP – Student Teaching Practice.

Additional information

Notes on contributors

Nita Bakija-Haraçija

Nita Bakija-Haraçija, is currently doing her PhD at the Faculty of Education, University of Ljubljana – Slovenia in the field of Teaching, Learning and Education. She is part of the staff at the Faculty of Education, University of Prishtina, Kosovo. Her research interest are student teaching practice and mentoring. Part-time courses she teaches includes history and philosophy of education, teaching strategies and pedagogical practice. She is a third time recipient of Erasmus scholarships for study visits, lectures and trainings in Netherlands, Czech Republic and Romania.

Rozafa Ferizi-Shala

Rozafa (Ferizi) Shala, is a Professor Assistant in the field of early childhood education at the Faculty of Education, University of Prishtina, Kosova. She completed the Doctoral studies in 2018, at the Faculty of Social Sciences, University of Tirana, Albania, in the field of early childhood education. Her research interests cover different working methodologies in early childhood education, learning environments, cooperation with parents and community, and also pre-service and in-service educator/teacher education. Currently, she is Head of Preschool Department and a member board of the Institute for Research and Development of Education in the Faculty of Education, University of Prishtina.

Trenia L. Walker

Trenia L. Walker, is a Professor of Teacher Education, Educational Leadership & Policy at the University of New Mexico, U.S. She received her doctoral degree in Curriculum and Instruction, her M.A. in History, and her B.A. in English from the University of Houston, Texas, U.S. Her research examines transformative practices in teacher education and educational leadership, institutional accreditation and school/teacher effectiveness. Her research has been presented at numerous international and national professional conferences and has been published in many journals and books. She began working in Kosovo in 2002, and later was a Fulbright Scholar and Fulbright Specialist to Kosovo.