Lived Experiences of the Internship Education Students in Teaching Kindergarten

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.