The Socioemotional Experiences of Student Teachers During Practicum: A Case of Reality Shock?

ABSTRACT

The authors focused on the teaching practice experiences of 224 student teachers. Participants’ viewpoint was assessed using the Inventory of Experiences and Perceptions of the Teaching Practice (Caires & Almeida, 2001) at the beginning and the end of the practice year. The authors examined changes in their perceptions and the effect of personal and contextual variables on the students’ experiences. Special attention was given to students’ socioemotional adjustment and its predictors. Results show growing levels of adaptation and satisfaction, and the influence of gender, graduate course background, 4th-year grade, and school setting on their experiences. School resources and acceptance, supervisor's guidance and support, and the feeling of vocational fulfillment were identified as determinant factors of students’ socioemotional adjustment. Based on some of the most significant findings of the present study, the authors reflect on some implications for future intervention and research.

Keywords:

• practicum
• reality shock
• socioemotional impact
• student teachers’ perceptions
• teaching practice

Notes

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1. The fourth year grades correspond to the average classification of the four years of the graduate course.