Creating meaningful field experiences
The application of the job crafting concept to student teachers’ practical learning
Bibliographic Data
| ID | 21494742 |
|---|---|
| Authors | Benjamin Dreer (0000-0001-5104-9910, University of Erfurt, corresponding author) |
| Year | 2023 |
| Volume | 49 |
| Issue | 4 |
| Pages | 711-723 |
| Publication date | 2023-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2122707 |
| OpenAlex | W4295924701 |
| Language | EN |
| Citations received | 3 |
| References cited | 40 |
The successful learning and professional development of student teachers in field experiences depend on the conditions at the individual practicum school. As a consequence, researchers have investigated the relevance of various contextual factors (e.g. mentoring) and ways of improving them (e.g. mentor training). Whether and to what avail student teachers take an active role in adapting the conditions of field experiences to their needs has, however, received scant attention. In applying the concept of job crafting to field experiences during initial teacher education, the present study examines whether student teachers engage in activities to increase resources and control demands during practical phases. How job crafting can be predicted and whether such behaviour is related to higher rates of job satisfaction, engagement, and learning gains are investigated by surveying 132 student teachers at three measurement intervals (beginning, middle, and end) of a 14-week practical phase. The results indicate moderate to high rates of job crafting amongst student teachers. Just as job crafting was significantly predicted by contextual and individual factors, it predicted student teachers’ job satisfaction, teacher engagement and learning gains. The findings support the relevance of a research focus on proactive student teacher behaviour in field experiences
Job satisfaction · Mathematics education · Pedagogy · Practicum · Professional development · Student engagement · Teacher education · Collaborative Teaching and Inclusion · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Teacher Education and Leadership Studies
The Impact of Personal Resources and Job Crafting Interventions on Work Engagement and Performance
Measuring Teacher Engagement
Capturing autonomy, competence, and relatedness at work
Job crafting
Development and validation of the job crafting scale
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion
Proactive personality and career success.
Becoming a teacher
Professional competence of teachers
Towards a better understanding of psychological needs of student teachers during field experiences
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences
ESL Teachers’ Acting Agentively Through Job Crafting
Relations between student teachers' basic needs fulfillment and their teaching behavior
Mentoring beginning teachers
Challenge and support
The association of school environment to student teachers' satisfaction and teaching commitment
| Unique citing works | 3 |
|---|---|
| Citations per year | 1.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |