Lived experiences of the internship education students in teaching kindergarten

Dan Wang; Maria Theresa Cardano

doi:10.55529/jlep.11.9.25

Authors

Dan Wang Edd.Candidates, School of Arts Sciences and Education, Trinity University of Asia, 275 E. Rodriguez Sr. Avenue Quezon City, Philippines, 1102 NCR.
Maria Theresa Cardano Dr, Department Head of College of Arts Sciences and Education, Trinity University of Asia, 275 E. Rodriguez Sr. Avenue Quezon City, Philippines, 1102 NCR.

Keywords:

Internship Education Kindergarten Teaching Teacher Professional Development Coping Strategies Early Childhood Education.

Abstract

Background of the Study: This study explores the lived experiences of internship education students teaching in kindergarten classrooms, focusing on the challenges they face, the coping strategies they employ, and the influence of the internship on their professional growth. Teacher internships are critical components of educator preparation, providing hands-on experience that bridges theory and practice. However, the specific challenges and opportunities within the kindergarten teaching context remain underexplored. Purpose: The purpose of this study was to investigate how internship education students navigate their teaching roles in kindergarten and how these experiences shape their teaching skills and professional identity. Method: Using a qualitative phenomenological approach, semi-structured interviews were conducted with 12 internship students who had taught in kindergarten classrooms. Thematic analysis was used to identify key themes and patterns in the data. Findings: The findings revealed that interns face significant challenges in classroom management, curriculum planning, and emotional resilience. However, they employed various coping mechanisms, such as adaptability and support-seeking, to overcome these challenges. According to the findings, the internship experience significantly contributes to their professional growth, fostering a sense of confidence and clarity in their teaching roles. Originality/Significance: This research provides valuable insights for teacher education programs by highlighting the need for robust support structures during internships. The findings also contribute to the theoretical understanding of teacher development and identity formation.

References

[1] T. Adams, B. Koster, and P. den Brok, 'Patterns in student teachers' learning processes and outcomes of classroom management during their internship', Teach. Teach. Educ., vol. 120, no. 103891, p. 103891, Dec. 2022. doi.org/10.1016/j.tate.2022.103891

[2] T. Adams, B. Koster, and P. D. Brok, 'Student teachers' classroom management during the school internship', Eur. J. Teach. Educ., vol. 45, no. 5, pp. 727-745, Oct. 2022. doi.org/10.1080/02619768.2020.1860011

[3] B. K. Akcam, S. Guney, and A. M. Cresswell, 'Research design and major issues in developing dynamic theories by secondary analysis of qualitative data', Systems, vol. 7, no. 3, p. 40, Aug. 2019. doi.org/10.3390/systems7030040

[4] Álvarez Rojas, A. S. (2022). Internship at public school: teaching vocabulary to preschoolers through a play-based learning approach

[5] A. Anderson, 'Using applied consultancy projects to embed SMEs in the student journey', in How to Enable Engagement Between Universities and Business, Edward Elgar Publishing, 2024, pp. 336-344. doi.org/10.4337/9781035316809.00049

[6] X. Cheng, H. Zhang, J. Cao, and Y. Ma, 'The effect of mindfulness-based programs on psychological distress and burnout in kindergarten teachers: A pilot study', Early Child. Educ. J., vol. 50, no. 7, pp. 1197-1207, Oct. 2022.doi.org/10.1007/s10643-021-01254-6

[7] P. Ersin and D. Atay, 'Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education', Int. J. Mentor. Coach. Educ., vol. 10, no. 2, pp. 203-215, May 2021. doi.org/10.1108/IJMCE-11-2020-0077

[8] G. Rivero, Internship at public school: institución Educativa Antonia Santos, fostering self-cultural awareness in the english language with kindergarten students. 2023.

[9] J. F. Hair Jr, G. T. M. Hult, C. M. Ringle, M. Sarstedt, N. P. Danks, and S. Ray, 'Evaluation of formative measurement models', in Classroom Companion: Business, Cham: Springer International Publishing, 2021, pp. 91-113. doi.org/10.1007/978-3-030-80519-7_5

[10] K. Heissenberger-Lehofer and G. Krammer, 'Internship integrated practitioner research projects foster student teachers' professional learning and research orientation: a mixed-methods study in initial teacher education', Eur. J. Teach. Educ., vol. 46, no. 3, pp. 456-475, May 2023. doi.org/10.1080/02619768.2021.1931112

[11] Y. Hu and X. Zheng, 'Constructing an immersion internship model in early childhood profession: A case study of school B in Chinese vocational colleges', in Advances in Social Science, Education and Humanities Research, Paris: Atlantis Press SARL, 2024, pp. 558-567. doi.org/10.2991/978-2-38476-271-2_69

[12] N. Komang Arie Suwastini and Ni Kadek Ayu Rinawati, I Gusti Agung Sri Rwa Jayantini, Gede Rasben Dantes, 'Differentiated instruction for EFL classroom', Tell-us J., vol. 7, no. 1, pp. 14-41, Mar. 2021. doi.org/10.22202/tus.2021.v7i1.4719

[13] R. Lazarides, H. M. G. Watt, and P. W. Richardson, 'Teachers' classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career', Learn. Instr., vol. 69, no. 101346, p. 101346, Oct. 2020. doi.org/10.1016/j.learninstruc.2020.101346

[14] T. Le-van, L. Loginova, O. Shiyan, A. Iakshina, and I. Shiyan, 'Internships in kindergartens as a resource for development of practices with different quality levels', SHS Web Conf., vol. 98, p. 01006, 2021. doi.org/10.1051/shsconf/20219801006

[15] J. Liu and Å. Birkeland, 'Perceptions of risky play among kindergarten teachers in Norway and China', Int. J. Early Child., vol. 54, no. 3, pp. 339-360, Dec. 2022. doi.org/10.1007/s13158-021-00313-8

[16] B. Maready, Q. Cheng, and D. Bunch, 'Exploring mentoring practices contributing to new teacher retention: An analysis of the beginning teacher longitudinal study', 2021.

[17] E. Michailidi and D. Stavrou, 'Mentoring in-service teachers on implementing innovative teaching modules', Teach. Teach. Educ., vol. 105, no. 103414, p. 103414, Sep. 2021. doi.org/10.1016/j.tate.2021.103414

[18] K. Michos, A. Cantieni, R. Schmid, L. Müller, and D. Petko, 'Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app', Teach. Teach. Educ., vol. 109, no. 103570, p. 103570, Jan. 2022. doi.org/10.1016/j.tate.2021.103570

[19] C. Moeckel, M. Oxford, and A. Cooper, 'Exploring the impact of a women's mentorship program in surgery: Perspectives and experiences of mentees and mentors', J. Surg. Educ., vol. 82, no. 1, p. 103338, Nov. 2024. doi.org/10.1016/j.jsurg.2024.103338

[20] B. L. Moorhouse, Y. Li, and S. Walsh, 'E-classroom interactional competencies: Mediating and assisting language learning during synchronous online lessons', RELC J., vol. 54, no. 1, pp. 114-128, Apr. 2023. doi.org/10.1177/0033688220985274

[21] J. Mouw and M. Fokkens-Bruinsma, 'When technology meets educational sciences: Combining virtual reality and microteaching to train pre-service teachers' kindergarten classroom management strategies', in Eighth International Conference on Higher Education Advances, 2022, pp. 1043-1050. doi.org/10.4995/HEAd22.2022.14618

[22] I. Mushtaque, H. Waqas, and M. Awais-E-Yazdan, 'The effect of technostress on the teachers' willingness to use online teaching modes and the moderating role of job insecurity during COVID-19 pandemic in Pakistan', Int. J. Educ. Manag., vol. 36, no. 1, pp. 63-80, Jan. 2022. doi.org/10.1108/IJEM-07-2021-0291

[23] 'Improving the practicum training of the Kindergarten Program', pegegog, vol. 13, no. 3, Jan. 2023. doi.org/10.47750/pegegog.13.03.15

[24] L. Orland-Barak and J. Wang, 'Teacher mentoring in service of preservice teachers' learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform', J. Teach. Educ., vol. 72, no. 1, pp. 86-99, Jan. 2021. doi.org/10.1177/0022487119894230

[25] J. Su and W. Yang, 'Powerful or mediocre? Kindergarten teachers' perspectives on using ChatGPT in early childhood education', Interact. Learn. Environ., pp. 1-13, Nov. 2023.

[26] I. Suryati, K. Ratih, and M. Maryadi, 'Teachers' challenges in implementing Differentiated Instruction in Teaching English at Junior High School', Eduvest, vol. 3, no. 9, pp. 1693-1708, Sep. 2023. doi.org/10.59188/eduvest.v3i9.871

[27] Tri Yuli Ardiyansah. (2021). PRE-SERVICE TEACHERS' PERCEIVED READINESS IN TEACHING ONLINE IN INTERNATIONAL INTERNSHIP PROGRAM. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(1 SE-Articles), 90-102. doi.org/10.22219/celtic.v8i1.16456

[28] L.-Z. Wei, S.-S. Zhou, S. Hu, Z. Zhou, and J. Chen, 'Influences of nursing students' career planning, internship experience, and other factors on professional identity', Nurse Educ. Today, vol. 99, no. 104781, p. 104781, Apr. 2021. doi.org/10.1016/j.nedt.2021.104781

[29] S. Xin and Y. Wang, 'Incorporating the student voice in undergraduate tourism curriculum in China', J. Hosp. Leis. Sport Tour. Educ., vol. 33, no. 100462, p. 100462, Nov. 2023. doi.org/10.1016/j.jhlste.2023.100462

[30] E. Xue, J. Li, and X. Li, 'Sustainable development of education in rural areas for rural revitalization in China: A comprehensive policy circle analysis', Sustainability, vol. 13, no. 23, p. 13101, Nov. 2021. doi.org/10.3390/su132313101

[31] D. Yan, 'The impact of mentoring on a non-native immigrant teacher's professional development', Teach. Teach. Educ., vol. 103, no. 103348, p. 103348, Jul. 2021. doi.org/10.1016/j.tate.2021.103348

[32] H. Yin, C. P. C. Keung, and W. W. Y. Tam, 'What facilitates kindergarten teachers' intentions to implement play-based learning?', Early Child. Educ. J., vol. 50, no. 4, pp. 555-566, Apr. 2022. doi.org/10.1007/s10643-021-01176-3

[33] S. L. Yoong et al., 'A randomised controlled trial of an implementation strategy delivered at scale to increase outdoor free play opportunities in early childhood education and care (ECEC) services: a study protocol for the get outside get active (GOGA) trial', BMC Public Health, vol. 22, no. 1, p. 610, Mar. 2022. doi.org/10.1186/s12889-022-12883-w

[34] Zoupidis, A., Tselfes, V., Papadopoulou, P., & Kariotoglou, P. (2022). Study of Kindergarten Teachers' Intentions to Choose Content and Teaching Method for Teaching Science. Education Sciences, 12(3). doi.org/10.3390/educsci12030198 doi.org/10.3390/educsci12030198