Inevitable journey of “practice shock”? A thematic analysis of the experiences of Chinese student teachers’ teaching practice

Teaching internships expose student teachers to the complexities and challenges of classroom practice. Through thematic analysis of semi-structured interviews with 42 student teachers (recent Master of Education graduates, reflecting on their internship experiences) from eight universities in China, the study examines experiences of ‘practice shock’, identifying three primary domains in which it occurs: understanding of educational philosophy, teacher competencies, and teachers’ work. These experiences had significant impacts on participants’ professional development, including shifts in their teaching beliefs and adaptation processes. The study further examines the underlying causes of practice shock as perceived by the participants, focusing on gaps in teachers’ professional development pathways and the disconnection between university-based learning and school-based practice. Situated within the context of current Chinese educational culture, this analysis highlights broader systemic factors that may exacerbate these challenges, suggesting that some degree of practice shock may be an inevitable part of the professional development process. Based on these findings, the study proposes targeted support strategies, including enhanced institutional collaboration, structured mentorship, and context-sensitive support, to better prepare student teachers for the realities of classroom teaching. These insights contribute a fresh perspective on understanding practice shock in the Chinese context and underscore the importance of establishing supportive frameworks in teacher education to bridge the theory-practice gap.