Būsimųjų psichologijos mokytojų pedagoginės praktikos metu patiriamų sunkumų dinamika
Dynamics of Difficulties Experienced by Prospective Teachers of Psychology During Teaching Practice

Summary/Abstract: In the opinion of authors involved in studies on teacher education, teaching practice is an essential period of professional development (Hormenu et al., 2014; Hussain et al., 2013; Kirbulut & Bektas, 2011) and personality transformation (Schoeman & Mabunda, 2012) that enables student teachers to develop their professional and classroom identity as well as strengthening knowledge of theory and practice (Lakateb, 2016; Morales Cortés, 2016). Therefore, an analysis of the experience gained during each practice, as well as its dynamics, is undoubtedly useful in developing an active response to the difficulties faced by the student teachers and in adjusting the training process in a way that convinces them they are sufficiently prepared to overcome these difficulties. This study is an analysis of the difficulties faced by prospective teachers of psychology during their teaching practice and the dynamics of such difficulties. We have analyzed the reflections of two teaching practices of the previous two years undergone by the same student teachers (n = 34). In the study, we applied qualitative and quantitative data analysis methods.

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