A study of student teachers’ experiences of belonging on teaching practice

While ‘belonging’ has a long and established place in the psycho-social literature on human functioning, it is much less prominent construct Initial Teacher Education. The present article seeks to address this gap by exploring student teachers’ experiences of belonging during teaching practice. Seventeen participants contributed study, with range qualitative methods being used including focus group semi-structured individual interviews, as well online discussion forum data. Analysis revealed three interrelating dimensions, at whole-school, interpersonal personal levels, their interaction central achievement belonging. implications for those involved supporting professional development while school placement are subsequently considered.