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Student Teachers


Different degree programmes have different traditions when it comes to using student teachers. So it is important to gain clarity about the expectations of the student teachers and teachers involved, with a view to ensuring that the teaching provided by student teachers is organised as well as possible. It is also relevant to gain clarity about the expectations of the students, as well as considering how to create a clear structure when planning the teaching.


Preparing teaching by student teachers

The teaching provided by student teachers should be planned based on the expectations and agreements of the teachers and student teachers involved in the course concerned. Student teachers must be informed of the learning objectives, syllabus and form of examination of the course in question. In many cases they already know these things because they have done this course themselves previously. So student teachers normally have a good understanding of which themes are perceived as being difficult, requiring greater attention during their teaching. Even so, it is still relevant to find out what the students expect from student teachers, as well as their interests and competences in relation to the teaching process. This will help to plan what the student teachers do.

The content of the teaching

During the teaching provided by student teachers, the students work actively with course content. This can be structured in many different ways. Student presentations, group discussions or the performance of tasks, for instance. Most of this may already have been decided during the initial discussion with the course teacher, but otherwise student teachers should organise these activities themselves based on the standard teaching. It is important to establish a clear structure for the teaching provided by student teachers so the students know what they are expected to learn (and how they are expected to learn it).

New student teachers

New student teachers are expected to facilitate activities during their teaching. You have been chosen because you are good at your subject and are therefore qualified to perform this task. You are also a student yourself, so it is an advantage to make your role clear to the students. For instance, you cannot grant dispensation from compulsory activities or give an extra lecture about difficult topics – only the teacher can do this. Many new student teachers are worried that the students expect them to be able to answer anything, but this is not expected of you. Relevant difficult questions can be forwarded to the teacher responsible for the course, or examined in collaboration with the students.

Student teachers should ask themselves the following questions: 

  • What does the teacher expect from me?
  • What do the students expect?
  • How can I use own experience as a former student of this course in my new role as a student teacher? 
  • What activities can I launch that allow the students to use their qualifications to work actively on the course content? 
  • How can I create a clear structure in my teaching? 

Further Reading

  • Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C. & Norman, M.K. (2010). How learning works. 7 research-based principles for smart teaching.


Body language in teaching

It's important to think about your body language while teaching, but also when you enter and leave the class room. Strengthen and maintain your ethos as a teacher with following advice: 


Karen Louise Møller

Special Consultant
H 1483, 625
P +4550822681