Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs: A mixed methods approach

• Most schools do not provide stimulating learning environments for student teachers.
• Opportunities for knowledge exchange depend on incidental informal communication.
• Autonomy is highly valued but double-edged: a source of motivation and isolation.
• Problem solving is more common sense and intuition than evidence-based.
• Structurally embedded collaboration increases opportunities for learning.

Workplace learning in early entry (EE) teacher education programs has been proposed as an alternative to traditional programs and as bridging the theory-practice gap in teacher education. However, there is little empirical evidence for the underlying assumption that one can become a highly qualified teacher by merely being a teacher. This article discusses to what extent students of teaching in EE programs experience their work environment as a stimulating learning environment. The results of semi-structured interviews and an online survey suggest that schools tend to hinder rather than serve the purpose of workplace learning. Obstructions and supporting conditions are discussed.