INVESTIGATING STUDENTS' - FUTURE TEACHERS' VIEWS ON THEIR INTERNSHIP: BENEFITS AND CHALLENGES

Authors

  • Maria Frouda University of Patras, Greece
  • Asimina Riga Hellenic Open University, Greece
  • Nikolaos Dotsikas University of Patras, Greece
  • Chrysavgi Papagianni Zayed University, United Arab Emirates

DOI:

https://doi.org/10.46827/ejse.v8i4.4377

Keywords:

internship, university, students - future teachers, benefits, challenges

Abstract

In several countries worldwide, the internship is part of teacher education programs and aims at the professional and personal development of teachers. In Greece, the Pedagogical Departments of Primary Education (PPT) include in their curriculum the students’ practical education which is an internship supervised and supported by teachers - mentors. Through this process, students gain the opportunity to acquire more knowledge of teaching and improve the needed skills, attitudes and values associated with the efficient performance of their job. This case study seeks to unearth the benefits of the internship program and also intends to explore the potential obstacles encountered by students - future teachers during their internship. The qualitative method of research using the semi-directed interview tool was adopted to study the opinion of students - future teachers about the internship program. The survey involved eleven students - future teachers of the Department of Education and Social Work of the University of Patras, who participated in internships in schools in the region of Patras. The results showed that students - future teachers benefited from the development of integrated teaching skills with the proper guidance and support of mentors, yet they simultaneously indicated some potential inhibitory aspects and challenges which arise through their relationship with mentors.

 

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Author Biographies

  • Maria Frouda, University of Patras, Greece

    Dr. Maria Frounta (corresponding author) works as Laboratory Teaching Staff at University of Patras and participates in the Internship of students. She holds a Master's degree in Educational Sciences - Université de Rouen (France) and a PhD degree from the University of Ioannina, Greece. She has published many articles in international and Greek scientific journals and has participated in numerous conferences. Email: mariafggm@upatras.gr

  • Asimina Riga, Hellenic Open University, Greece

    Dr. Asimina Riga is a Special Education Teacher in Secondary and Higher Education. She has taught at the University of Patras, at Hellenic Open University and at University of Nicosia, Cyprus. She is currently working as a Collaborating Τeaching Staff in the Joint Postgraduate Program of Education Science Studies: Special Education and Education of Students with Oral and Written Problems, University of Thessaly and Hellenic Open University (October 2016 until now). Email: riga.a@unic.ac.cy riga.aimina@ac.eap.gr mina_riga@yahoo.gr

  • Nikolaos Dotsikas, University of Patras, Greece

    Nikolaos Dotsikas has graduated from the Pedagogical Department of Primary Education of the University of Patras and has been working as a teacher in Primary Education state schools. He also holds a Master's degree in Higher Education Policy: Theory and Praxis. Email: nikos0905@yahoo.gr

  • Chrysavgi Papagianni, Zayed University, United Arab Emirates

    Dr. Chrysavgi Papagianni is an Assistant Professor in the Department of English and Writing Studies at Zayed University, UAE. She has taught film, literature and writing at UB (USA), at Athens University (Greece), and in Zayed University (UAE). Dr. Papagianni serves as a regular reviewer in various scholarly journals. Email chrysavgi.papagianni@zu.ac.ae.

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Published

2022-07-21

Issue

Vol. 8 No. 4 (2022)

Section

Articles

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