Search results for: Ljalikov Aleksandra

This study investigates how Estonian teachers with more than 25 years of professional experience recall and describe their pre-service teaching practice experience. This study indicates that supportive professional communication is essential for developing self-efficacy. The majority of the interviewees emphasised, either explicitly or implicitly, the importance of cooperation between student teachers and supervisors in the form of discussion and feedback. Both positive and negative experiences during their school practice contributed towards meaningful experiences becoming the catalyst of self-reflection. Many participants seemed to have experienced at least one particular feature in common, such as low perception of a sense of community within the school.