Differential effects of a long teacher training internship on students’ learning-to-teach patterns

Vincent Donche, Maaike Dorine Endedijk, Tine van Daal

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)


To become a lifelong learner as a teacher, student teachers already have to learn how to direct their own learning during initial teacher education programmes. Previous empirical research has shown that student teachers differ in their patterns of learning-to-teach, but few is known about the changeability of these learning patterns throughout teacher education and the role of teacher training internships in this. In this study, the changes in student teachers’ patterns of learning-to-teach amongst pre-service teachers were investigated using a longitudinal design. 253 student teachers were asked to complete the ‘Inventory Learning To Teach Process’ questionnaire at two points during the last semester of a three-year teaching programme: immediately prior to and immediately following a long teacher training internship. The results of this study demonstrate that learning-to-teach patterns are subject to a relative degree of change. In particular, survival-oriented student teachers appear to have undergone a greater degree of change after the long teacher training internship.
Original languageEnglish
Pages (from-to)484-495
JournalEuropean journal of teacher education
Issue number4
Publication statusPublished - 2015


  • METIS-312406
  • IR-97811


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