LEARNING TO TEACH: A THEMATIC ANALYSIS OF STUDENT TEACHERS’ EXPERIENCES IN A TRANSITIONAL PHASE

Abstract

This research article aimed to (1) explore student teachers’ perceptions of their learning and development in instructional practice during Teaching Practicum II, (2) analyse the thematic patterns emerging from reflective data in order to elucidate the structure of their professional development, and (3) interpret how such development reflects the formation of teacher professional identity during the transitional phase into the profession. The participants comprised 76 student teachers representing the entire cohort. Data were collected through a single open-ended reflective question concerning their perceived learning and self-development, and were analysed inductively using reflexive thematic analysis following Braun & Clarke’s approach.

          The findings identified seven overarching themes: (1) instructional planning and design, (2) teaching skills and instructional processes, (3) media, technology, and pedagogical innovation, (4) classroom management and pupil behaviour, (5) assessment and evaluation, (6) professional character and teacher identity, and (7) communication and professional relationships. The synthesised findings suggest that these dimensions developed in an interconnected and mutually reinforcing cycle linking instructional design, increasing professional confidence, pedagogical experimentation, and ongoing evaluation and refinement. The integration of digital technologies, including artificial intelligence, emerged as a salient feature of contemporary teacher identity. However, variations in the depth of reflection indicate that a proportion of responses remained at a descriptive level, highlighting the need for more structured and scaffolded reflective processes within teacher education programmes in order to foster deeper critical reflection.