Exploring Teaching Interns’ Perceptions of Basic Psychological Needs Satisfaction and Student Support in Internships

• In Event: Mentoring in the Learning Process

Abstract

This study examines final-year teaching interns' perceptions of their basic psychological needs (BPN) satisfaction and its impact on their classroom practices supporting students' BPN. The objectives are to evaluate mentor support during internships, describe interns' classroom practices, and identify practices that support students' BPN. Grounded in self-determination theory (Ryan & Deci, 2020), the study highlights the role of relatedness, competence, and autonomy in promoting interns' well-being. Results indicate that only two interns felt comprehensive support from mentors, with mixed perceptions regarding their own classroom practices supporting students' autonomy, competence, and relatedness. Classroom practices varied, with some interns effectively supporting students' BPN, while others struggled. The findings underscore the importance of mentor support in fostering interns' well-being and effective teaching practices.

Authors

• Pierre-Olivier Hudon, Université Laval

• Josée-Anne Gouin, Université Laval

• Stéphane Colognesi, Université Catholique de Louvain

• Marie Chantal, Université Laval