Negotiating Professional Knowledge: Teacher-Students’ Experiences from Practicum

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 1
  In Roundtable Session: Navigating Practicum in Preservice Education: Ethics, Partnerships, and Culturally Responsive Problem-Solving

Abstract

This study explores physical education teacher-students’ experiences during practicum in a Swedish teacher education program. Drawing on occupational socialization theory and interviews with nine participants, the research examines how teacher-students reflect on subject content, teaching strategies, grading procedures, and the scientific basis of teaching. Findings reveal challenges in translating theoretical knowledge into school practice, particularly regarding inclusive strategies and assessment. Discrepancies between the teacher education program and school realities are evident, with cooperating teachers playing a pivotal role in shaping professional identity. The study highlights the importance of alignment between university coursework and field experiences to support teacher-students’ development and proposes stronger integration of theory and practice in teacher preparation programs.

Authors

• Konstantin Kougioumtzis, University of Gothenburg

• Heléne Bergentoft, University of Gothenburg