Professional Learning Experiences Research Articles

Critical Reflection Sessions: Teacher's Perspectives During Professional Development

This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb's reflective observation stage within the experiential learning theory (ELT) framework on teachers' professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers' viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study's findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

Using hope theory to understand changes from professional learning in inclusive education

AbstractProfessional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data from a larger qualitative dominant mixed‐methods study exploring 18 teachers' professional learning experience with the inclusionEd online platform. The process involved a pre‐training online survey and interviews and employed multiple strategies for data analysis. Descriptive statistics were used for pre‐training survey data to assess teacher‐participants' attitudes towards inclusion and efficacy levels in this area. Subsequently, using Snyder's hope theory and Pantic's teacher agency, we deductively analysed interview data. The quantitative results showed that teacher‐participants had positive beliefs about inclusive education with high efficacy. However, qualitative data analysis uncovered a misalignment between their stated beliefs and enacted beliefs, revealing diverse pathways to both success and challenges in their implementation of inclusive practices. The qualitative analysis, combined with the preliminary survey findings, unveiled the fluidity of hope and identified the influences on shifting hope and maintaining a positive stance. We offer an illustration of teacher professional learning pathways. Understanding how these pathways might be used to increase the value and outcomes of professional learning programmes is discussed. This study concludes with a discussion of theoretical and practical implications and directions for future research.

Teachers’ Experiences of Transformational Professional Learning Through Master’s Level Study: Becoming, Being and Belonging As a Teacher and Researcher

ABSTRACT Teachers’ engagement in critical intellectual and research work in England has been challenged in recent years under hegemonic policies and practices in teacher education. Since 2019, centralisation, standardisation and accountability in teacher education have intensified, along with explicit criticism of university involvement. Some describe teaching in England as a ‘semi-profession’ where teachers are positioned as technicians and their engagement in wider ethical, moral and intellectual endeavours are discouraged. Within this challenging policy and practice context, this paper argues that there is a need to reconsider the space of professional learning over professional development for teachers, and that Master’s level qualifications can be site for potentially transformative learning experiences for teachers. An empirical research project is reported, where teachers’ lived experiences of engaging in critical intellectual and research work through part-time MA Education were systematically mapped and interrogated. Data was collected through semi-structured interviews and video diaries. Analysis of significant episodes of each teacher’s narrative unlocked an understanding of their shared journeys as ‘becoming’, ‘being’ and ‘belonging’ as a teacher and a researcher. Conclusions and recommendations are presented which challenge current reductive policies and practices along with a call to prioritise teachers’ critical and intellectual knowledge and research work.

Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development

ABSTRACT Objectives Although a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality instruction. Methods Through a design-based research approach, we created classroom-based learning experiences for six elementary school principals to develop their vision of high-quality mathematics instruction in the context of a research-practice partnership. Transcripts from the learning experiences and follow-up interviews were analysed qualitatively. Results Findings illustrate nuances in participating principals’ conceptions of mathematics instruction and how their role shaped their vision. Principals attended to the importance of the teacher in actively shaping learning experiences, but were less consistent in describing other dimensions of high-quality instruction such as mathematics tasks. Findings suggest that principals’ conceptions aligned with features of high-quality instruction to the extent they were discussed or elevated during the professional learning experience. Conclusions Our analysis highlights the importance of considering principals’ unique perspectives in professional development around high-quality mathematics instruction and has implications for future practice-embedded principal learning opportunities.

Exploring how museums can support science teacher leaders as boundary spanners

AbstractLocal implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resources for local science education improvement. While we know how museums support pre‐ and in‐service science teachers, there is a gap in our understanding related to museum support for STLs. Here, we used case study research methods to analyze how a museum‐based professional learning programme supported STLs, as boundary spanners to access and adapt resources for local science education reform efforts. We found that each STL reported benefiting from shared resources from the museum, as well as from their peers in their working groups. We also found that STLs reported on different elements of the professional learning programme related to their area of influence (classroom or district) and the problem of practice their group worked on. We discuss how each of the named features of the museum‐based professional learning programme supported boundary spanning of STLs and end with implications and recommendations for the design of professional learning experiences to support their leadership work.

Exploring Student Perspectives and Experiences of Online Opportunities for Virtual Care Skills Development: Sequential Explanatory Mixed Methods Study.

Caring profession students require skills and competencies to proficiently use information technologies for providing high-quality and effective care. However, there is a gap in exploring the perceptions and experiences of students in developing virtual care skills within online environments. This study aims to better understand caring professional students' online learning experiences with developing virtual care skills and competencies. A sequential explanatory mixed methods approach, integrating both a cross-sectional survey and individual interviews, was used to better understand caring professional students' online learning experiences with developing virtual care skills and competencies. A total of 93 survey and 9 interview participants were drawn from various faculties, including students from education, nursing, medicine, and allied health. These participants identified the barriers, facilitators, principles, and skills related to learning about and delivering virtual care, including teaching methods and educational technologies. This study contributes to the growing body of educational research on virtual care skills by offering student insights and suggestions for improved teaching and learning strategies in caring professions' programs.

Professional Learning in the International Baccalaureate Diploma Programme

The four International Baccalaureate (IB) programmes provide an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB programmes. This phenomenological study explored the professional learning experiences of seven experienced IB Diploma Programme teachers working in different international schools. The findings provide a rich narrative of the teachers’ lived experience to show that, while official IB workshops are helpful in developing understanding of certain aspects of the Diploma Programme, ongoing, job-embedded learning is also required for deep understanding and effective implementation of the IB educational philosophy. This study shows how the theory of social constructivism provides a foundation for exploring a range of formal and informal learning options for teachers and schools to develop individual and collective understanding and implementation of the IB educational philosophy.

Symposium 4: The Networked Learning Forum 2021: Early researchers’ expectations and experiences

Early researchers (ERs) benefit from opportunities to present, discuss and develop their research work. A typical professional learning experience that may support ERs is their active participation in conferences. In this paper, we report on the expectations and experiences of five ERs who participated in the Networked Learning (NL) Forum 2021 by presenting their research and then having opportunities to gain feedback and insights from one-to-one interactions with more knowledgeable others and the larger community within the event itself. We draw on qualitative research with our main data sources being a pre- and a post-event online survey. We were interested to explore the extent to which the experiences described by the five ERs participants met their pre-event perceived views and expectations. While the pre-event survey delved into the participants’ professional background, motivations for participation and expectations, the post-event survey targeted participants’ perceptions about their learning and potential takeaways. Findings indicate that the five ERs saw their participation as an opportunity for their professional development and as an avenue to make and create professional connections with others in the same field of research. Most notably, they expected feedback from the NL Forum 2021 community and their interactions with field experts (referred to also as knowledgeable others) as support that could help them gain new and deepened insights for developing their research ideas and work. In describing their experiences (post-event), participants highlight opportunities for one-to-one conversations with experts, discussions in small groups, individual and collective reflections, connections with other ERs and the possibilities for expanding their professional learning networks. These findings highlight the importance of design features when offering events specifically targeted for ERs. In particular, findings indicate that creating an intimate, interactive and safe environment is essential for ERs to feel confident to present their research, critically analyse new perspectives and knowledge shared by others, and eventually acquire new knowledge.

Clinical learning experiences of healthcare professional students in a student-led clinical learning environment (SLCLE) – A mixed methods evaluation

AimTo evaluate healthcare professional (HCP) students clinical learning experiences’ whilst undertaking placements in a student-led clinical learning environment (SLCLE) and any changes in self-reported ratings of confidence. BackgroundThe English NHS Long Term Workforce Plan (2023) highlights the need to expand domestic education of HCPs to meet workforce shortages. The demand for quality clinical placements to support the preparation of HCP students remains a challenge globally. A creative solution has been the development of student-led learning clinical environments in healthcare settings. SLCLEs provide high-quality learning experience, increase clinical placement capacity whilst maintaining patient care standards. A multisite NHS Trust adopted this model as evidence suggests HCP students will be better prepared on qualification to adopt registered practitioner professional responsibilities. This model has been integrated across three hospital sites within a large teaching hospital, providing care for a diverse population and designed to accommodate students from a range of HCP disciplines and higher educational institutions. DesignA mixed methods convergent design. MethodsAn online survey was administered to SLCLE allocated nursing and allied health profession (AHP) undergraduate and graduate-entry first, second and third-year students (n=132). Face to face focus groups/individual interviews were undertaken with a purposive sample of student participants (n=80) to evaluate their experiences of clinical learning in SLCLEs. Survey data were analysed using descriptive statistics and paired t-tests, interviews using framework method. ResultsUndergraduate and graduate-entry students from four UK universities completed the survey (n=132), 103 students (78 %) responded. Most were year 2 students (n=43/42 %), pursuing nursing programmes (n=82/80 %). Most considered the SLCLE met their expectations (n=76/74 %), reported increased confidence post-placement (n=84/82 %), felt supported by staff (n=80/78 %), peers (n=93/90 %) and clinical educators (n=93/90 %). Self-reported confidence scores post-SLCLE were significantly higher than pre-SLCLE. On-line pre-placement information was infrequently accessed yet identified as an omission. Four themes were identified: (i) preconceptions and initial anxiety; (ii) empowerment, growth and a unique learning experience; (iii) collaborative inter-professional learning and support; and (iv) insights and anticipations. ConclusionsThe SLCLE allocation enhanced students’ confidence and knowledge. Support from clinical educators, ward staff and doctors was perceived as invaluable for creating a positive learning culture. Peer support and opportunities to lead care delivery contributed to students’ professional development. The format and method for providing pre-placement information needs review as do strategies for avoiding delays in completing assessment documentation. Overall, the SLCLE experience offers much potential as a nurturing and effective learning environment for HCP students.

An identity project: a case study of two inservice elementary stem teachers’ experiences with a comprehensive professional development

This paper describes the experiences of two teachers, Ms. Santiago and Mr. Jelenik, who participated in a comprehensive National Science Foundation-supported science, technology, engineering, and mathematics (STEM) professional learning experience. This comparative case study describes how Ms. Santiago and Mr. Jelenik leveraged the justice-oriented curriculum of a STEM professional learning opportunity to transform their identities as educators while influencing their instructional practices. The professional learning experience included access to a justice-oriented curriculum introduced through monthly content-focused experiences, regular faculty learning communities, and support from an expert onsite coach. Evidence of transformed identities and instructional practices is derived from semi-structured in-depth interviews and video recordings of classroom teaching and learning. Analysis of the interview data suggests that Ms. Santiago and Mr. Jelenik found the professional learning experience transformative and that the experience served as a pedagogical identity project. Evidence from the classroom videos suggests that Ms. Santiago and Mr. Jelenik’s instructional practices shifted, becoming more justice-oriented and student-centered. Moreover, Ms. Santiago’s practices shifted in a manner more aligned with an engaged teaching approach. We conclude that the comprehensive STEM professional learning experience served as a pedagogical identity project while positively influencing the instructional practices of Ms. Santiago and Mr. Jelenik. Implications for preservice and in-service teacher education are discussed.

Midwives’ experiences of professional learning when practicing collegial midwifery assistance during the active second stage of labour: data from the oneplus trial

BackgroundLearning is a lifelong process and the workplace is an essential arena for professional learning. Workplace learning is particularly relevant for midwives as essential knowledge and skills are gained through clinical work. A clinical practice known as ‘Collegial Midwifery Assistance’ (CMA), which involves two midwives being present during the active second stage of labour, was found to reduce severe perineal trauma by 30% in the Oneplus trial. Research regarding learning associated with CMA, however, is lacking. The aim was to investigate learning experiences of primary and second midwives with varying levels of work experience when practicing CMA, and to further explore possible factors that influence their learning.MethodsThe study uses an observational design to analyse data from the Oneplus trial. Descriptive statistics and proportions were calculated with 95% confidence intervals. Stratified univariable and multivariable logistic regression analysis were performed.ResultsA total of 1430 births performed with CMA were included in the study. Less experienced primary midwives reported professional learning to a higher degree (< 2 years, 76%) than the more experienced (> 20 years, 22%). A similar but less pronounced pattern was seen for the second midwives. Duration of the intervention ≥ 15 min improved learning across groups, especially for the least experienced primary midwives. The colleague’s level of experience was found to be of importance for primary midwives with less than five years’ work experience, whereas for second midwives it was also important in their mid to late career. Reciprocal feedback had more impact on learning for the primary midwife than the second midwife.ConclusionsThe study provides evidence that CMA has the potential to contribute with professional learning both for primary and second midwives, for all levels of work experience. We found that factors such as the colleague’s work experience, the duration of CMA and reciprocal feedback influenced learning, but the importance of these factors were different for the primary and second midwife and varied depending on the level of work experience. The findings may have implications for future implementation of CMA and can be used to guide the practice.

Inclusive Learning Through Equity-Driven Approaches to Design in Engineering Education

Despite it being widely acknowledged that integrating principles of equity, diversity, inclusion, and accessibility (EDIA) in engineering has numerous benefits such as more innovative and inclusive design outcomes, there have been ongoing challenges in addressing equity, promoting diversity, and fostering inclusive teaching and learning strategies in higher education. If EDIA is taught separately from coursework in engineering, students are unlikely to engage with or incorporate EDIA principles in their work. Moreover, the pedagogical approaches for EDIA concepts, which include exploratory discussion and reflection, can be a barrier for student learning if they are not valued in the same way as traditional engineering epistemology and ideologies that prioritize a technical space and objective data. Lastly, evidence demonstrates that a lack of sense of belonging for underrepresented students can impact their learning experience. It is important to address how teaching approaches impact the shift of student mindsets in their design work and their engagement with the learning environment. In this exploratory project, we seek to understand the ways in which learning equity-driven approaches to design, such as design thinking, may impact engineering students’ perceptions of inclusivity in their learning environment and the quality of inclusivity in the work that they design and engineer. We focus on the rationale and development of the methodology in this paper since the work is still in progress. We are working with a diverse team of educators and researchers to review and revise course goals, student learning outcomes and related course content for two design thinking courses in a master’s level engineering program. Changes to the course material include further integrating EDIA principles and the “Liberatory Design framework” described by the Hasso Plattner Institute of Design as “a process and practice to liberate designers from habits that perpetuate inequity.” The impact of such revision is examined through qualitative analysis of students’ written reflections with prompts that focus on EDIA themes. A post-course survey is also used to assess students’ perceptions of EDIA in relation to their academic, professional, and personal learning experiences throughout the program and, more specifically, the design thinking course learning outcomes. Preliminary findings suggest that students connect design thinking approaches with an awareness of the value of diversity in their design teams and with more inclusive design outcomes for the end-user. This exploratory work can inspire research to further examine the role of design thinking and related pedagogical approaches in supporting the integration of EDIA principles in teaching engineering design.

Which factors contribute to standardized test scores for prospective general science teachers: an analysis of the PraxisⓇ general science content knowledge test

Effective science instruction and associated student learning is reliant upon a strong foundation of teacher content knowledge. This study of the PraxisⓇ General Science Content Knowledge Test from May 2006 to June 2016 investigates content knowledge of 28,688 general science teacher candidates. Examinees performed well on Life Science topics while Earth & Space Science was identified as an area in need of support. Analysis of the assessment revealed differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with STEM majors demonstrated stronger content knowledge than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. To strengthen recruitment and retention efforts, recommendations include reviewing our findings for alignment with state standards. This will facilitate development of comprehensive content knowledge professional learning experiences that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.

Teaching Elementary ESL Writing in Canada

Writing is an important skill for children’s academic success (e.g., Fitts et al., 2016), underlining the need for effective ESL writing instruction in the elementary classroom (Brisk, 2012; Mohr, 2017; O’Hallaron, 2014). However, there is a paucity of research on elementary ESL writing instruction in Canada. Specifically, we have little understanding about the pedagogical practices in this context. To fill this gap, this paper reports on findings of a study that investigated: (a) factors that influence teacher preparedness, and (b) challenges teachers encounter in teaching ESL writing. Eight elementary teachers, each with at least three years of teaching experience, participated in the study. Data were collected from interviews and online surveys. Findings suggest that teacher preparedness was affected by four factors: (a) background knowledge of teaching ESL writing, (b) professional learning opportunities, (c) self-learning and experience as a teacher, and (d) collaboration, mentorship, and support for teachers. The challenges teachers encountered were grouped into five categories: (a) making sense of the writing curriculum, (b) finding relevant resources, (c) lack of time, (d) difficulty providing feedback, and (e) parental involvement at home. Drawing on these findings, the paper discusses implications and recommendations for ESL writing instruction in the elementary classroom.

The self-sought professional learning experiences of secondary school teachers in Malta

ABSTRACT With the introduction of the sectorial agreement signed between the Maltese Government and the Malta Union of Teachers in 2017, Maltese teachers have been incentivised to accelerate their salary scale progression following engagement in self-sought professional learning. The theory of affordances was applied in this mixed-methods research to explore the importance attributed by secondary school teachers towards self-sought learning. Following data collection of 166 questionnaires and 14 teacher interviews, quantitative and qualitative data were analysed using SPSS and MAXQDA respectively. Results suggest that while the majority of teachers are intrinsically motivated to pursue self-sought professional learning, they seek incentives and, in particular, monetary support. Other important barriers that hinder teachers in furthering their professional learning beyond school hours are family responsibilities and lack of time. This study provides insights into teachers’ conceptualisations of professional learning and implications for teacher education.

Learning to Struggle: Supporting Middle-grade Teachers' Understanding of Productive Struggle in STEM Teaching and Learning.

This qualitative study examines the influence of a 3-year professional development project for middle school mathematics, science, and special education teachers focused on integrating science, mathematics, and engineering in classroom instruction on participants' understandings of productive struggle in learning. Multi-disciplinary teams of teachers engaged as learners to use engineering design as a framework for integrating significant mathematics and science content supported by effective teaching practices. In this paper, we describe how the components of our professional development design supported teacher-participants to make sense of productive struggle in learning. In particular, participants noted that being able to experience design-based activities as learners and working through solutions with their colleagues supported their understanding of what it means to productively struggle, resulting in their growth as individuals and as teachers. The significance in this work lies in understanding how to effectively support teachers to buy-in to the meaning and value of productive struggle and how engaging in integrated science, technology, engineering, and mathematics (STEM), design-based professional learning experiences facilitated that effort.

Exploring Private School Teachers’ Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data was collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in real-classroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

Exploring the role of instructional leaders in promoting agency in teachers’ professional learning

This qualitative study used structural analysis of conversational episodes and content analysis to examine how two instructional leaders fostered teacher agency and collaboration in planning ongoing structures and content during a yearlong professional learning experience in one elementary school. Framed within a theory of agency, we found a merging of insider and outsider knowledge in the interactions between university partners and the two leaders of the English language arts leadership team that occurred across time, that agentive discourse was topically coherent among the leadership team as a collective group, and that the collective group maintained reflective and forward-looking common professional learning goals. We argue that meaningful professional development contexts position all participants in ways that value and trust their individual contributions and prompt them to act agentively to meet individual learning goals while maintaining a focus on the school’s collective goals.

Professional learning of prospective elementary school teachers in supervised training

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

Aprendizagens profissionais de acadêmicos de licenciatura em pedagogia em estágio supervisionado

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research 3 with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.