A Longitudinal Study of Evolving Student Teacher Concerns: Baseline Report

The purpose of this study was to investigate the concerns of Bachelor of Education (Hons) (BEd) student teachers on teaching practice (TP) during the second year of their degree course. Most studies to date have surveyed concerns at one particular time in the students’ college career. This study is the first of a series that will map the concerns of a cohort of students as they progress through the course and through a series of teaching practices. The subjects for the study were 72 (28 female and 44 male) students who had just completed a 7 week teaching practice. A questionnaire was administered immediately following the practice and the results were analysed and presented in both a quantitative and qualitative manner. There were three main areas that the students regarded as important, either as strengths or weaknesses. Firstly, there was a major concern over subject knowledge. Secondly, management and organisation was generally perceived as an area of strength. Thirdly, relationships with staff and pupils were initially thought to be of concern, but after the practice these relationships were seen as a positive aspect of the teaching practice. This study links TP to the theoretical framework of occupational socialisation and begins to deal with the effects of the recently introduced national curriculum for Initial Teacher Training (ITT).