Table 2.
Characteristics of illegitimate tasks.
| Context study seminar | Context school | ||||
|---|---|---|---|---|---|
| Unnecessary | Unreasonable | Unnecessary | Unreasonable | Example | |
| Category | N (%) | N (%) | N (%) | N (%) | |
| M5:Task characteristics | 36 (24.2) | 6 (4.0) | 15 (10.2) | 17 (11.4) | |
| S5.1:unpopular | 2 (1.3) | They tell you to carry out the task “en passant.” And no teacher likes standing in for another teacher. | |||
| S5.2:senseless | 13 (8.7) | 2 (1.3) | 7 (4.7) | 1 (0.7) | And I didn't see how it made sense. |
| S5.3:not educational | 4 (2.7) | 1 (0.7) | 1 (0.7) | You don't have the impression to learn anything valuable that helps you as teaching trainee. | |
| S5.4:sub challenging, redundant | 9 (6.0) | 1 (0.7) | We all studied and learned these things at university. | ||
| S5.5:overextending | 1 (0.7) | 1 (0.7) | 8 (5.4) | ||
| S5.5a:quantitatively | 1 (0.7) | 2 (1.3) | In my opinion, a work load of 11 h was just too high for a trainee. | ||
| S5.5b:qualitatively | 1 (0.7) | 6 (4.0) | Any other teacher who knew the subject could have done a better job than me […] having no clue what they are doing. | ||
| S5.6:not practically relevant | 3 (2.0) | 1 (0.7) | 1 (0.7) | I am sure that in 80% of the cases I don't need these things. | |
| S5.7:inefficient | 6 (4.0) | 4 (2.7) | We talked about the subject for more than 30 min […]. It was dragged on too long. | ||
| S5.8:outside responsibility area | 2 (1.3) | 6 (4.0) | I absolutely don't see that as my job. She earns some big bucks (laughs) by sitting there and letting us work. | ||
| M6:Framework conditions | 13 (8.7) | 7 (4.7) | 6 (4.0) | 5 (3.3) | |
| S6.1:lack of planning and organization | 2 (1.3) | 1 (0.7) | 3 (2.0) | 2 (1.3) | I would have considered it more useful if that was done beforehand. |
| S6.2:additional effort through poor work of others | 3 (2.0) | 2 (1.3) | I think it's not enough to distribute topics […]. I expect more from the instructor. | ||
| S6.3:guidelines | 3 (2.0) | 3 (2.0) | 2 (1.3) | 2 (1.3) | |
| S6.3a:lacking flexibility | 2 (1.3) | 1 (0.7) | 2 (1.3) | We went to some kind of youth hostel and were required to sleep there. […] That was strange for people who lived nearby, for example. | |
| S6.3b:lacking uniformity, arbitrariness | 1 (0.7) | 2 (1.3) | 2 (1.3) | There's an agreement that [these meetings] shouldn't be too long. I think no one cares about it. | |
| S6.4:heavy workload | 5 (3.4) | 1 (0.7) | 1 (0.7) | 1 (0.7) | Parallel to all the other tasks such as lesson investigations, teaching, and so forth it is just a great deal of work. |
| M7:Social conditions | 2 (1.3) | 6 (4.0) | 19 (12.7) | ||
| S7.1:disrespectful treatment | 2 (1.3) | 4 (2.7) | |||
| S7.1a:by supervisor | 2 (1.3) | 3 (2.0) | You are treated disrespectfully by some teachers because they think of you as the damn trainee and they put themselves above you. | ||
| S7.1b:by parents | 1 (0.7) | You are in the role of being a trainee and being new […]. And—in this case the parents—let you feel this. | |||
| S7.1c:by pupils | |||||
| S7.2:lacking social support from supervisor | 1 (0.7) | 6 (4.0) | I did not know the child at all, […] no one informed me. In this moment I thought it would be great if the teacher was here. | ||
| S7.3:dependence on supervisor | 2 (1.3) | 3 (2.0) | Just because the school principal writes a report […] which counts into the final grade. | ||
| S7.4:lacking information, communication and cooperation | 2 (1.3) | 1 (0.7) | 6 (4.0) | If I had been informed about the problem earlier, it would have been easier to react in the situation. | |
| Category | N (%) | N (%) | N (%) | N (%) | |
| M8:Responsible person | 5 (3.4) | 2 (1.3) | 2 (1.4) | 8 (5.4) | |
| S8.1:teacher, principal, mentor | 1 (0.7) | 8 (5.4) | It would have been the teacher's responsibility. | ||
| S8.2:instructor/person in charge for the apprenticeship | 5 (3.4) | 2 (1.3) | 1 (0.7) | The core instructor leaned back and watched. | |
| Type of Task | 56 (37.6) | 15 (10.1) | 29 (19.5) | 49 (32.8) | |
| Context | 71 (47.7) | 78 (52.3) | |||
| Total | 149 (100) | ||||
M, Main category; S, Sub category. N = 149 codings from 39 situations. (%): Frequency of coding in percentage (149 codings = 100%). For each situation a subcategory was only coded once.