PhD research: the development of student teachers

During teacher education, student teachers often reflect on who they are as teachers. Such reflections can lead to a sense of (in)consistency with regard to attributes that are considered relevant to the teaching profession. Experiences of inconsistency can stimulate learning and the motivation to change. However, they can also lead to diminishing self-esteem, possibly resulting in quitting teacher education (unnecessarily). 

The dissertation Experiences of continuity and discontinuity in student teachers’ development, written by Martine van Rijswijk, extends our knowledge on differences between student teachers, developmental progress and the nature of supervision in terms of feelings of (in)consistency.

The studies show that student teacher’ development can be characterized as idiosyncratic and unpredictable. This calls for continuous attention towards changes in the way student teachers reflect on themselves as teachers. In order for feelings of inconsistency to be productive for student teacher’ development it is important that (the value) of such experiences, and associated feelings of insecurity and doubt, are acknowledged in teacher education. 

Van Rijswijk stimulates teacher education institutes to support their teacher educators in dealing with concerns that may arise from supervising student teacher with doubts about their development as teachers, for instance by creating time and space for professional consults about this theme.