Transformative internships? What special education teacher trainees have to say at the end of their practical training

Abstract

Initial training placements in special education offer learning opportunities when trainees teach in a work-based training setting. However, the diversity of professional contexts and practical training conditions in special education teaching can also carry the risk of leading to the crystallisation of practices that are ultimately not conducive to student learning. This article reports on the transformations that trainees identify retrospectively when they are confronted with evidence of their activities during their internships. It highlights the importance of helping trainees to identify the aspects of their activities that change during placements, as well as the risks of reinforcing less relevant practices.