Getting out the most of the combination of working and learning : the case of teachers-in-training in FlandersGetting out the most of the combination of working and learning : the case of teachers-in-training in Flanders
Faculty of Social Sciences. Instructional and Educational Sciences
Collectie niet gekend
Research in Education and Professional Development - REPRO
European journal of psychology of education. - Lisboa
(2016), p. 1-17
University of Antwerp
The current study investigates the learning of student teachers in alternative programmes in which they combine a teaching job with an in-service teacher-training program at the university. The aim of this paper is to explore which work-related and training-programme related factors facilitate the learning of these teachers-in-training in the workplace. Starting from the framework of the Job-Demands-Control-Support model, a total of 11 teachers were interviewed. Results of the qualitative analyses indicated that high levels of job demands, autonomy and social support were important for in-service student teachers learning in the workplace. Social support and guidance from colleagues in the workplace seemed more relevant for learning than the support and guidance from the supervisors from the teaching program at the university. Implications for practice and for further research are discussed.