What Prevents In-Service Teacher Students from "Becoming Learners"

Focusing on Differences in Experience as Teachers with Pre-Service Teacher Students in Mock Lessons

Abstract

This study aimed to clarify what prevents in-service teacher students from "becoming learners" during their participation in mock lessons and review sessions while enrolled in professional teaching graduate programs. This study implemented "dialogue-based review sessions of mock lessons" and guided participants in becoming conscious of themselves as "learners" rather than "evaluators" or "advisors". I interviewed six in-service teacher students who had participated in the study. Qualitative data analysis generated three categories: strong views from a "teacher's" perspective; strengthening the "teacher's" perspective in their own specialized subjects; and "senior teacher's" positions. The findings indicated that in-service teacher students may avoid the "teacher's" perspective and regain a sense of "becoming a learner" by participating in mock lessons in subjects outside their specialties during the early stages of mock lesson practice. It was also suggested that "becoming a learner" may relieve pressure and reduce atrophy for both pre-service and in-service teacher students.