Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg

Abstract

ABSTRACT This article reports the results of a study on the domains and origins of information and knowledge that primary pre-service teachers utilised during their professional experiences in teaching schools at the University of Helsinki (UH) and the University of Johannesburg (UJ). The professional experience at both universities focuses on the collaborative planning of lessons in a variety of school subjects. These programs also emphasise the importance of reflection in active learning from practice. The pre-service teachers’ experiences were captured in randomly selected situations during a professional experience period by applying the experience sampling methodology (ESM). Altogether, 364 pre-service teachers responded to the (mobile) questionnaire 3,707 times. They reported similar frequencies of collaboration and reflection on their teaching in both universities. In 67% of the situations, UH pre-service teachers planned, taught or reflected on their teaching, whereas 28% of the situations at UJ comprised these activities. The self-reports were in line with the aims of the professional experience at each institution. However, the pre-service teachers at both seldom discussed knowledge from their university courses during their professional experience.