Teacher interns' perceptions of the internship

This is a qualitative study about teaching interns' perceptions of the internship. Interviewing, participant observation, and unobtrusive data collection were the data gathering methods used. Data for the study were collected over a nine month period and included field notes of many observations in eight different classrooms in six different schools. The goal of the study is to provide information about how teaching interns perceived their year-long internship. Their viewpoints are presented in individual accounts along with comparisons on how the study participants were similar and dissimilar, and how these interns might compare to other studies' participants who were interns as well, or first year teachers, or student teachers. The following general conclusions are drawn from the findings: (a) The interns view their experiences as positive and worthwhile; (b) The internship's extensive program helps to reduce anxieties about entering their own first classroom; (c) Financial burdens during the year-long internship are detrimental; (d) Interns have similarities to student teachers and to first year teachers that need to be acknowledged, but they also have some unique differences.