This study seeks to understand the phenomenon of learning to teach. This phenomenon was approached by questioning who is learning to teach; what has to be learnt; where, when and how does learning to teach occur? In this regard the individual, professional and contextual aspects of learning to teach represent a socio-cultural perspective. This study seeks to examine the extent to which pre-service teachers identify and attribute individual, professional and contextual aspects as significant influences on learning to teach. The study involved a mixed model approach. The main qualitative part of the study was based on phenomenological research as it sought to report on pre-service teachers’ learning to teach experiences through semi structured interviews and case studies. Data was collected from eight pre-service teachers. The quantitative part of the research was non-experimental because it sought to determine the degree to which the case studies were representative of the cohort fourth year pre-service teachers. 45 surveys on individual aspects were distributed with a return rate of 55%. As data analysis is only in its preliminary stage only one case study is detailed in this paper.

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