Using the “most significant change” technique to evaluate the teaching competence and psycho-emotional development of prospective teachers during the teaching practicum
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 13 February 2024
Issue publication date: 20 August 2024
Abstract
Purpose
This paper presents the results of empirical research on the effects of teaching practice on student teachers’ teaching competence and psycho-emotional development using the “most significant change” narrative investigative technique.
Design/methodology/approach
Following a qualitative research approach, the study was conducted during the academic year 2021–2022 in two phases (January and May) with the participation of 73 student teachers of the Department of Theology at the National and Kapodistrian University of Athens (NKUA) during their mentored teaching practice. Student teachers’ narratives were collected and analysed using the most significant change technique (Davies and Dart, 2005). Content analysis was conducted with the contribution of seven independent judges.
Findings
The results indicate that the Teaching Practice course with the guidance of mentors has a direct and positive effect on student teachers’ teaching competence. Mentors also seem to have a positive effect on student teachers’ psycho-emotional development. The research also confirms the reliability of the most significant change narrative technique for investigating the effect of related educational interventions.
Originality/value
The study empirically validates the usefulness and potential of the investigative narrative most significant change technique for evaluating the effects of teaching practice on student teachers’ professional development with the guidance of experienced mentor teachers. The results of the study also have implications for the design and evaluation of teacher practice programmes.
Keywords
Acknowledgements
The authors are grateful to the student teachers of the Department of Theology at the NKUA who took the time to participate in this research despite being busy with their student commitments, as well as to the team of seven independent reviewers who participated in the dual process of evaluating the narratives in order to identify the MSC.
Citation
Koukounaras-Liagkis, M., Karavas, E. and Papaioannou, M. (2024), "Using the “most significant change” technique to evaluate the teaching competence and psycho-emotional development of prospective teachers during the teaching practicum", International Journal of Mentoring and Coaching in Education, Vol. 13 No. 3, pp. 295-312. https://doi.org/10.1108/IJMCE-04-2023-0037
Publisher
:Emerald Publishing Limited
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