The development of preservice teachers' philosophy of teaching through a school-based immersion pathway

Andrew Leichsenring

This doctoral dissertation explored how the educational philosophy of teacher training students develops through practical training in schools, using interpretive case studies to investigate the development of their professional practice and identity. The researchers tracked the experiences of six teacher training students participating in a practical training program in Australia for one year. The results suggested that each student no longer identified as a university student but as a teacher, fostering a strong sense of belonging to the teaching profession. Furthermore, the researchers concluded that the students were able to articulate their developing educational philosophies and connect their beliefs to their future roles as teachers.

International Journal of Management and Applied Science

The IJMAS Journal

3

11

37

42

2394-7926

2394-7926

https://doi.org/10.5281/zenodo.20328155

0000-0003-3817-7795