Challenges of Pre-service Teachers in K–12 Classrooms: An Explanatory Case Study

Abstract

K–12 schools need qualified teachers, but it can be hard for them to transition from doing homework in college to working in a classroom. This qualitative, explanatory case study examines how and why teachers-to-be encounter challenges during their final practice in K–12 classes. The study uses semi-structured interviews, practicum documents, and field notes from future teachers who will be working with Grades 4–6 in a public K–12 school. It examines how teachers manage the classroom, make decisions about teaching and mentoring students, navigate their emotional experiences, and build their professional identities. The results show that pre-service teachers' problems are not just isolated technical issues. Instead, they are experiences shaped by the needs of the classroom, the quality of guidance, the limitations of the organization, and emotional work. The study shows how important it is to have clear mentorship systems, better blending of theory and practice, and conscious attention to the emotional aspects of learning to teach. It is talked about what this means for policies on teacher education, the creation of practicums, and relationships between schools and universities.