Beyond Familiar Grounds: Expectations of Final Year Student Teachers on Being Placed in Unfamiliar Schools during their Teaching Practice

Abstract This empirical study investigates the expectations and perceptions of final-year student teachers who are placed in unfamiliar schools during their teaching practicum. The research aims to understand how student teachers derive meaning from unfamiliar experiences, particularly those that challenge their existing assumptions and beliefs. The study utilises Mezirow’s Transformative Learning Theory as its lens. This theoretical framework provides a solid foundation for exploring the internal transformations student teachers undergo as they confront and adapt to novel teaching contexts during their teaching practice. Through qualitative data collected from semi-structured interviews, the study investigated how these student-teachers anticipate working in new and diverse educational environments that extend beyond their comfort zones. The research involved 20 final-year student teachers from a South African University of Technology, each assigned to schools that significantly differed from their previous placements in terms of location, language, and cultural context. Thematic analysis reveals that while initial expectations were characterized by anxiety, uncertainty, and concerns about classroom management and cultural adaptation, many participants also expressed a strong desire for professional growth, resilience-building, and exposure to varied teaching situations. The findings underscore the dual nature of unfamiliar school placements, presenting both challenges and opportunities for transformative learning. The study concludes with recommendations for targeted support mechanisms to better prepare student teachers for such placements, ultimately enhancing the effectiveness of initial teacher education programs.