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The successful learning and professional development of student teachers in field experiences depend on the conditions at the individual practicum school. As a consequence, researchers have investigated the relevance of various contextual factors (e.g. mentoring) and ways of improving them (e.g. mentor training). Whether and to what avail student teachers take an active role in adapting the conditions of field experiences to their needs has, however, received scant attention. In applying the concept of job crafting to field experiences during initial teacher education, the present study examines whether student teachers engage in activities to increase resources and control demands during practical phases. How job crafting can be predicted and whether such behaviour is related to higher rates of job satisfaction, engagement, and learning gains are investigated by surveying 132 student teachers at three measurement intervals (beginning, middle, and end) of a 14-week practical phase. The results indicate moderate to high rates of job crafting amongst student teachers. Just as job crafting was significantly predicted by contextual and individual factors, it predicted student teachers’ job satisfaction, teacher engagement and learning gains. The findings support the relevance of a research focus on proactive student teacher behaviour in field experiences.

Creating meaningful field experiences: the application of the job crafting concept to student teachers’ practical learning