Pre-Service Preschool Teachers’ Reflections on a Day in the Life of a Preschool Teacher

Year 2025, Volume: 9 Issue: 2, 49 - 74, 06.12.2025

Ümit Ünsal Kaya , Özgün Uyanık Aktulun

Abstract

This study investigates the reflections of pre-service preschool teachers (PTs) on their School Experience course, aiming to uncover their perceptions of the teaching profes-sion and identify key competencies developed during their internships in the Spring se-mester of 2023-2024 academic year. Using a qualitative phenomenological design, data were collected through the written reports of eleven PTs, analyzed through content analysis. Seven main themes emerged: Challenges and Rewards of Teacing, Classroom Management and mmunication, Pedagogical Skills, Collaboration with Colleagues and Administration, Problems and Solutions, Rest and Break Times, and Professional Competence and Satisfaction. Findings highlight the duality of challenges and intrinsic rewards in preschool teaching, emphasizing the patience required to manage young learners’ diverse needs and the fulfillment derived from their developmental progress. PTs underscored the importance of empathetic communication, creative material pre-paration, and collaborative teamwork in addressing classroom dynamics and enhan-cing educational practices. Proactive strategies for conflict resolution and rule compli-ance were identified as crucial in fostering hildren’s socio-emotional development. Limited opportunities for rest and the emotional rewards of contributing to children’s growth were also highlighted as significant factors shaping the PTs’ professional expe-riences. The study concludes that structured support systems, including effective men-torship and targeted professional development programs, are essential for equipping pre-service teachers with the skills needed for early childhood education. Recommenda-tions include fostering resilience, enhancing teacher well-being, and integrating reflec-tive practices into teacher education curricula.

Keywords

Pre-service preschool teachers , school experience , early childhood educa-tion , classroom management , teacher development , pedagogical skills

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