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The study explores belonging in two cultural settings, examining how belonging and non-belonging shape practicums and influence commitment to the profession. Interviews with six primary school preservice teachers in Australia and Scotland were analyzed using hermeneutic phenomenological methods, identifying four shared themes. Findings link belonging to cognition, wellbeing, learning, and highlight the need for mentor and program preparedness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preservice-teachers-sense-of-belonging-during-practicum-placements/593977/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preservice-teachers-sense-of-belonging-during-practicum-placements/593977.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this study on practicum placements?","Question",{"text":112,"@type":113},"The study examines preservice teachers’ sense of belonging (and non-belonging) during practicum placements, and how it affects practicums and commitment to the profession.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and data collected for the research?",{"text":117,"@type":113},"Interviews were conducted with six primary school preservice teachers in Australia and Scotland about their lived experiences of belonging and non-belonging during practicum.",{"name":119,"@type":110,"acceptedAnswer":120},"What key themes emerged from the analysis?",{"text":121,"@type":113},"Hermeneutic phenomenological analysis identified four themes in both cultural contexts: being welcomed; settings and procedures; interpersonal interactions; and strategic behaviours.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593977,1792116514,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 11 | Article 2 |\n| --- | --- |\n| 2020\u003Cbr>Preservice Teachers’ Sense of Belonging During Practicum Placements\u003Cbr>Yvonne Dewhurst\u003Cbr>University of Aberdeen, [y.dewhurst@abdn.ac.uk](y.dewhurst@abdn.ac.uk)\u003Cbr>Michelle Ronksley-Pavia\u003Cbr>Griffith University, [m.ronksley-pavia@griffith.edu.au](m.ronksley-pavia@griffith.edu.au)\u003Cbr>Donna Pendergast\u003Cbr>Griffith University, [d.pendergast@griffith.edu.au](d.pendergast@griffith.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Elementary Education and Teaching Commons |  |\n\nRecommended Citation  \nDewhurst, Y., Ronksley-Pavia, M., & Pendergast, D. (2020) . Preservice Teachers’ Sense of Belonging During Practicum Placements. Australian Journal of Teacher Education, 45(11) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol45/iss11/2](https://ro.ecu.edu.au/ajte/vol45/iss11/2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss11/2](https://ro.ecu.edu.au/ajte/vol45/iss11/2)  \nPreservice Teachers’ Sense of Belonging During Practicum Placements  \nYvonne Dewhurst  \nUniversity of Aberdeen, Scotland  \nMichelle Ronksley-Pavia  \nDonna Pendergast  \nGriffith University  \nAbstract: Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settingsand procedures; 3. Interpersonal interactions; and, 4. Strategic  \nbehaviours. This study indicates belonging as crucial topreservice teachers’ cognition, wellbeing and learning during practicums, with‘non-belonging’ inhibiting their development. Preservice teacher and mentor preparedness for practicums is highlighted, alongside  \nchallenges for initial teacher education programs and schools in  \naddressing the fundamental need to foster a sense of belonging for  \npreservice teachers during this crucial aspect oftheir teacher  \npreparation.  \nIntroduction  \nFor more than half a century, initial teacher education (ITE) has been the subject of extensive international research (Caires et al., 2012). Presently, the teaching profession is experiencing high attrition rates (Izadinia, 2015), and this extends to attracting and retaining preservice teachers (PSTs) in ITE programs (Department for Education, 2018) . The first International Summit on the Teaching Profession advised that in order to make teaching an attractive profession, teachers’ needs should be met (Schleicher, 2011) . Much has been written in the literature about the need for group belonging as a fundamental human need, and the deleterious consequences when belonging is not achieved (Baumeister & Leary, 1995) .  \nEngaging in practicum can be a powerful force in developing a PST’s sense of belonging, not only during practicum but in harnessing a sense of belonging (or not), to the teaching profession. As such the practicum plays a key role in developing a strong sense of belonging to the profession for PSTs (Timoštšuk & Ugaste, 2010; Wenger, 1998), ultimately affecting the decision to commit to—or to leave—their program of study. Furthermore, while practicum is well researched and consistently identified as one of the most valuable aspects of ITE (Hobson et al., 2009), and the concept of belonging has been referred to in a few studies (e.g., Evelein et al., 2008; Fox & Wilson, 2015; Maynard, 2000; May","cbCaimP9PG1ExRej","https://ap.wps.com/l/cbCaimP9PG1ExRej","pdf",340923,18,"English","# Introduction\n# Literature Review\n## Belonging","[{\"question\":\"What is the main focus of this study on practicum placements?\",\"answer\":\"The study examines preservice teachers’ sense of belonging (and non-belonging) during practicum placements, and how it affects practicums and commitment to the profession.\"},{\"question\":\"How were participants and data collected for the research?\",\"answer\":\"Interviews were conducted with six primary school preservice teachers in Australia and Scotland about their lived experiences of belonging and non-belonging during practicum.\"},{\"question\":\"What key themes emerged from the analysis?\",\"answer\":\"Hermeneutic phenomenological analysis identified four themes in both cultural contexts: being welcomed; settings and procedures; interpersonal interactions; and strategic behaviours.\"}]","Preservice Teachers’ Sense of Belonging During Practicum Placements | PDF",1792078301,45]