Student teachers experiences of situated learning within the primary school classroom
This paper evaluates the perceptions of a group of student-teachers while they complete one of their 6 professional teaching practices. It is described through the reflective practices of a lecturer who visits these students as part of her role in teaching Professional Studies and Practice, and through her interactions with those students when she debriefs them when they return to College. This paper highlights the experiences of student teachers as they engage in professional situated learning within the contemporary workplace of primary school classrooms. The significance of this evaluation is that it shows both the positive aspects and the difficulties students can have in trying to “break in” to a new community of practice and a new classroom “workplace” as they move from novice to expert over their 3 years of training.