[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-134666-en":3,"doc-seo-134666-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},134666,8796095461610,"Oliver","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","The Winding Road of Student Teaching - Addressing Uncertainty with Core Reflection","The period of student teaching often generates crisis experiences for student teachers, producing negative effects while also creating space for deep learning. The study examines the struggles student teachers face and the impact of coaching designed to promote core reflection. Core reflection focuses on tension between inner strengths and inner obstacles to support growth. Prior work linked core reflection to improved classroom performance, but this study specifically analyzes how it helps address uncertainty and supports an authentic teaching journey.","ARTICLE  \nThe winding road of student teaching: addressing uncertainty with core reflection  \nThomas D. Browninga and Fred A.J. Korthagenb  \naThe Department of Educational Foundations and Leadership, Wayne State College, Wayne, Nebraska, USA; bUtrecht University and the Institute for Professional Development, Utrecht, The Netherlands  \nABSTRACT  \nThe period of student teaching often creates crisis experiences in student teachers and can have various negative effects, but it also offers opportunities for deep learning. This study focused on the types of struggles student teachers encounter and on the effects of coaching aimed at the promotion of core reflection. Core reflection is an approach focusing on the tension between people’s inner strengths and their inner obstacles, as a way to support growth. While previous research suggested that teachers were able to improve their classroom performance due in part to core reflection’s influence, no study before this one has directly explored how core reflection addressed uncertainty experienced by student teachers. Additionally, this study indicates core reflection may aid student teachers with finding a personal, authentic way of teaching – a process one may call a Hero’s Journey.  \nARTICLE HISTORY  \nReceived 1 March 2021 Accepted 23 August 2021  \nKEYWORDS  \nStudent teachers;  \nuncertainty; core reflection; coaching; hero’s journey  \nStudent teaching is often a difficult period for those enrolled in teacher education. In decades of research the phenomenon of the ‘practice shock’ has been well documented (e.g. Stokking et al. 2003), and also the many problems beginning teachers encounter (Veenman 1984) . They often feel uncertain, not only about how to behave as a teacher and deal with practical situations, but also about themselves as a person (Helsing 2007) . The winding road student teachers must traverse in addressing these uncertainties maybe likened to what cultural anthropologist Joseph Campbell called a ‘Hero’s Journey.’ We explore this possibility within the pages of this paper.  \nTeacher practice is one fraught with stress and uncertainty (Allas, Leijen, and Toom 2017 ; Forzani 2014), a reality for which pre-service teachers must be prepared (Floden and Buchmmann 1993) . Dotger (2015, 10) contends that ‘uncertainty comes in two forms – from the visibility and accountability associated with one’s professional responsibilities and from the realisation that one’s profession is full of situations where decisions are based on often-partial knowledge and actions are taken real-time’. Yet, preparing preservice teachers for this uncertainty seems to remain insufficiently addressed by teacher education programmes. Moreover, preservice teachers are desperate for ‘tried and true strategies’ to mitigate the uncertainty they may feel regarding their role as a teacher (Floden and Buchmmann 1993) . It is not hard to imagine preservice teachers aligning  \nCONTACT Thomas D. Browning  [thbrown1@wsc.edu](thbrown1@wsc.edu)  Wayne State College, Wayne, Nebraska, USA © 2021 Association for Teacher Education in Europe  \n2  T. D. BROWNING AND F. A. J. KORTHAGEN  \nthemselves with ‘teaching moves’(Green 2010) witnessed during student teaching that may address uncertainty, but may be misaligned with the ideals of the student teacher (Rozelle and Wilson 2012) .  \nA recognition of a misalignment between ideals and reality may be viewed as a ‘call to adventure’(a term used by Campbell)– an invitation to reflect deeper upon the meaning and implications of such a gap and take action. However, a lack of recognition of the gap or the inability to overcome it may lead to what Meijer, De Graaf, and Meirink (2011) call a crisis experience. Hence, a growing number of publications characterise the process of learning to teach as a personal quest. Therefore, the aim of our study was an in-depth investigation of the characteristics of this quest. More specifically, the research question was: how does core reflect","cbCaiqOgqWbe98FA","https://ap.wps.com/l/cbCaiqOgqWbe98FA","pdf",335399,1,18,"English","en",105,"# Abstract\n# Background and Problem Statement\n## Practice shock and uncertainty in student teaching\n## Coaching and core reflection as a response\n# Framing the Journey: From Call to Adventure to Crisis\n# Review of the Literature\n## Crisis experiences and their tendencies\n## Positive effects: identity development","[{\"question\":\"What types of struggles do student teachers commonly face during student teaching?\",\"answer\":\"Student teachers often experience uncertainty about how to act as teachers and about themselves as persons. Prior research also describes practice shock and beginning teachers’ problems as recurring challenges.\"},{\"question\":\"What is core reflection, and how does coaching support it?\",\"answer\":\"Core reflection is an approach that focuses on the tension between inner strengths and inner obstacles to support growth. Coaching aimed at promoting core reflection is used to help student teachers work through uncertainty.\"},{\"question\":\"How does the study explain core reflection addressing uncertainty?\",\"answer\":\"The study argues that core reflection helps student teachers handle the uncertainty they experience by supporting deeper reflection. It also suggests core reflection can help them find a personal, authentic way of teaching.\"}]","The Winding Road of Student Teaching - Addressing Uncertainty with Core Reflection | PDF",1787284242,45,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"the-winding-road-of-student-teaching-addressing-uncertainty-with-core-reflection","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/the-winding-road-of-student-teaching-addressing-uncertainty-with-core-reflection/134666/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-21",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What types of struggles do student teachers commonly face during student teaching?","Question",{"text":75,"@type":76},"Student teachers often experience uncertainty about how to act as teachers and about themselves as persons. Prior research also describes practice shock and beginning teachers’ problems as recurring challenges.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What is core reflection, and how does coaching support it?",{"text":80,"@type":76},"Core reflection is an approach that focuses on the tension between inner strengths and inner obstacles to support growth. Coaching aimed at promoting core reflection is used to help student teachers work through uncertainty.",{"name":82,"@type":73,"acceptedAnswer":83},"How does the study explain core reflection addressing uncertainty?",{"text":84,"@type":76},"The study argues that core reflection helps student teachers handle the uncertainty they experience by supporting deeper reflection. 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