Perceptions of 1st and 2nd Year Pre-Service Teachers’ First Classroom Observations

Abstract

This study examines the narratives of students following their first field placements in an introductory education course. The research aimed to explore changes in students' perspectives on teaching and identify factors that surprised them during their initial experiences in the classroom. The study's purpose was to use these insights to inform revisions to teacher education curricula to better prepare future educators for internships and student teaching. Data were collected from student summaries after completing 15 hours of classroom observation. These narratives were analyzed for themes using coding. Three major themes emerged: (1) the importance of building relationships with students, teachers, and school staff, (2) the challenges of classroom management, and (3) the significance of careful lesson planning. Students reported a newfound awareness of the complexities of teaching, including the workload and emotional demands of the profession. They also expressed a desire for more structured support and guidance during their preparation. The findings highlight the critical role of field experience in shaping future educators’ understanding of teaching and underscore the need for curriculum changes. Recommendations include increasing field placement hours, providing more mentorship from experienced teachers, and enhancing preparation for the challenges of classroom management and planning. The study emphasizes the value of early practical experiences in teacher training and calls for a reevaluation of the quantity and setting of field placements integrated into the education pathway.