The effect of school practice: the development of student perspectives

Abstract

Abstract A longitudinal study of group of student‐teachers following a three‐year course of initial preparation showed that certain perspectives developed relating to the experience of school practice. There was a rapid move away from a notion of teaching as ‘service’ towards a view of school practice as a time for ‘safety and survival’. For some students their final practice resulted in the development of an ‘independent’ perspective when students felt confident in the practice of acquired skills.