Becoming a teacher: student teachers’ experiences and perceptions about teaching practice

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Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness (2015, background): “Student teaching is considered demanding and stressful work among pre-service teachers (Caires et al., 2012), but it is the most significant and necessary educational component of teacher preparation programs (American Association of Colleges for Teacher Education [AACTE], 2010; Darling-Hammond, 200”
Research on teaching practicum – a systematic review (2015, background): “…analysis illustrates that practicum studies target various issues around teaching practicum such as, establishing the perspectives (views) (e.g. Caires, Almeida, and Vieira 2012; Koç 2012), attitudes (Lambe and Bones 2007), experiences (e.g. Boz and Boz 2006; Kwan and Lopez-Real 2010; Loizou…”
Practicum experiences as sources of pre-service teachers’ self-efficacy (2015, background): “Several studies have reported that self-efficacy increases during TEPs mainly through the practicum in student teaching periods (Woolfolk and Hoy 1990; Wenner 2001, Woolfolk Hoy and Spero 2005; Palmer, 2006; Boz and Boz 2010; Caires, Almeida, and Vieira 2012).”