Belonging, being and becoming: Learning-to-teach during internship


  • Josephine Mallari Calamlam Faculty of Education Sciences, Philippine Normal University, Manila, Philippines
  • Siti Eshah Mokshein Faculty of Human Development, Sultan Idris Education University, 35900 Tanjong Malim, Perak, Malaysia


learning-to-teach, internship, early childhood pre-service teachers


Literature has identified varied internship models yet preparing early childhood pre-service teachers (ECPSTs) to confront the realities and challenges of learning-to-teach during internship remain scarcely examined. The qualitative single-case study sought to uncover ways to optimize ECPSTs’ latent knowledge and skills given a limited time for internship. Findings revealed that the three ECPSTs learned to draw upon insights by reflecting on their daily teaching and learning experiences, relying on their own personal characteristics, forming a conference group among themselves and action-taking to address problems of practice during their internship. The processes of belonging, being and becoming implicate the re-imagination of internship programs to consider learning-to-teach as iterative, unpredictable and unstructured process.


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How to Cite

Calamlam, J. M., & Mokshein, S. E. (2020). Belonging, being and becoming: Learning-to-teach during internship. Southeast Asia Early Childhood Journal, 9(2), 166–180. Retrieved from