Triumphant Moments During Teaching Practice

Open distance e-learning (ODeL) has many benefits, combining opportunities for student teachers (STs) to acquire pedagogical knowledge, skills, and attitudes with flexible study. This study explores how ODeL STs view the “triumphant” moments experienced during teaching practice (TP). The study employed a qualitative case study approach, drawing on semi-structured interviews via videoconferencing. Ten final-year STs at an ODeL university were purposively selected to participate in the study. Data were analyzed thematically, informed by Gibbs’s (1988) Reflective Learning Cycle and Vygotsky’s (1978) socio-cultural theory. The findings show that the participants experienced many triumphant moments during TP, which they recognized, often crediting their mentors for making these moments possible. Furthermore, they appreciated the feedback and guidance they received from their mentors, who supported their management and growth during TP. This study argues that encouraging, approachable mentor teachers make a significant difference to this foundational experience, creating conducive environments in which STs may reflect on lessons learned during practice. Further research could explore school mentors’ views of online assessments during TP.