Search results for: Almeida Leandro

This article has tried to describe the general perceptions of student teachers regarding four major dimensions of their teaching practice: (i) learning and supervision; (ii) professional and institutional socialisation; (iii) emotional and physical impact; and (iv) career aspects. The findings reveal that the participants perceive teaching practice is perceived as a particularly stressful and demanding period, which involves considerable amounts of distress, changes in psycho-physiological patterns and an increasing sense of weariness and ‘vulnerability’. Despite these difficulties, data also reveal student teachers’ positive perceptions regarding their growing knowledge and skilfulness, their increasing sense of efficacy, flexibility and spontaneity in their performance and interactions, as well as the awareness of having achieved reasonable levels of acceptance and recognition amongst the school community.