Practical training in teacher education: Reflecting physical and psychological learning environment

Abstract

This study investigated how international students were reflecting the learning environment and in particular, the physical and psychological dimensions of it. During the practical training in their homeland in Southern Africa area the student teachers used multiple learner-centered strategies, such as self-reporting, discussions in groups, learning cafés and teamwork. Based on the data, the trainees were managing these well. In addition, if their teaching methods were not working, they used meta-reflection strategies and critical thinking to find solutions for providing pupils better learning experiences. Regarding the physical learning environment, in their homeland schools, the trainees were reporting about the scarcity of materials, such as textbooks and furniture, but especially the technical devices, such as laptops, projectors or tablets. Some of the trainees reported finding replacement for this type of learning by using other than digital learning material, for instance crayons, posters or stones outside the classroom.