Adaptability and problem solving as survival skills How did student teachers learn to survive?

Main Article Content

Khin Khin Thant Sin


This study investigates student teachers' adaptability and problem-solving abilities during their practice teaching in a school-university partnership. The study explores how student teachers tried to adapt to the new school environments and how they overcame the obstacles they encountered. This study applied a mixed-methods design. In the quantitative part, 50 student teachers participated, and four student teachers volunteered for interviews. The results showed that student teachers used their adaptability and problem-solving skills to win stressful situations, including difficulties in teaching and learning and communication with school teachers. In addition to that, student teachers also increased their self-confidence and learned to build professional identity.

Article Details

How to Cite
Thant Sin, K. K. (2022). Adaptability and problem solving as survival skills: How did student teachers learn to survive?. GiLE Journal of Skills Development, 2(1), 61–70.
Early Career Researcher Articles
Author Biography

Khin Khin Thant Sin, Eötvös Loránd University (ELTE), Hungary

Eotvos Lorand University (ELTE), Doctoral School of Education, Faculty of Education and Psychology

Share |


Baráth, T., Cervantes, L., Gábor, H., Kovacs, H., & Nurmukhanova, D. (2020). School-University partnership: Insights from an international doctorate program on teacher education. Eötvös Loránd University (ELTE) – University of Szeged, Hungarian-Netherlands School of Educational Management (SZTE, KÖVI).

Baumfield, V., & Butterworth, M. (2007). Creating and translating knowledge about teaching and learning in collaborative school–university research partnerships: An analysis of what is exchanged across the partnerships, by whom and how. Teachers and Teaching,

(4), 411–427.

Cansoy, R., & Turkoglu, M. E. (2017). Examining the Relationship between Pre-service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy. International Education Studies, 10(6), 23-35.

Cochran-Smith, M. (1991). Reinventing Student Teaching. Journal of Teacher Education, 42(2), 104-118.


Council of the European Union (2009, November 26). Council conclusions of 26 November 2009 on the professional development of teachers and school leaders.


Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7(4), 297-318.

Korthagen, F. (2004). In Search of a Good Teacher: Towards a More Holistic Approach in Teacher Education. Teaching and Teacher Education, 20(1), 77-97.

Heppner, P. P., & Baker, C. E. (1997). Applications of the Problem Solving Inventory. Measurement and Evaluation in Counseling and Development, 29(4), 229-241.

Kinay, I., & Bagceci, B. (2016). The Investigation of the Effects of Authentic Assessment Approach on Prospective Teachers’ Problem-Solving Skills. International Education Studies, 9(8), 51-59.

Smedley, L. (2001). Impediments to Partnership: A literature review of school?university links. Teachers and Teaching, 7(2), 189-209.

Tsui, A., Edwards, G., Lopez-Real, F. J., & Kwan, T. (2009). Learning in school-university partnership: Sociocultural perspectives. Routledge.

Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim? Journal of Teacher Education, 37, 30-34,

Wagner, T. (2008). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need — and what we can do about it. Basic Books.

Zeichner, K. (2010). Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1-2), 89-99.