Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships

This study's theoretical foundations are pedagogical reasoning and action (PR&A) and the crucial role of internships in developing PR&A in preservice teachers. Relatively few studies analyse the quality of real and recent PR&A during internships. In this study, we probe the quality of third-year pre-service teachers' pedagogical reasoning in relation to their actual recent internship practice (PR&A) based on interviews. Three different PR&A profiles emerged. These profiles connect knowledge and orientations in PR&A and may help teacher education institutes to appraise their students' PR&A quality.