Praktyki nauczycielskie jako laboratorium uczenia się przez działanie. Doświadczenia studentów między autonomią a wykluczeniem

Abstrakt

This article presents findings from an analysis of the experiences of students in the Preschool and Early Primary Education programme during their teaching practicum placements. The analysis is based on eight focus group interviews, each involving between five and twelve students. The study forms part of the research-and-development project “Flying School of Practice”, carried out in 2024–2026 at the Maria Grzegorzewska University (Academy of Special Education) in Warsaw. The project adopted a participatory design and was grounded in action research (Kemmis, McTaggart 2005; Heck 2024), aimed at improving the quality of practicum implementation through the introduction of a newly developed model. The analysis draws on the framework of situated learning theory (Lave, Wenger 1991). A thematic analysis of the student focus group interviews made it possible to identify and describe types of student practicum experiences. The findings confirm the dominance of an instrumental approach to teaching practice, which positions students outside the classroom community and prevents their full participation.