Abstract
Through the participation of pre-service teachers in a six-month, long-term internship, the pre-service teacher collaboration could be examined for the first time over a longer teaching practice phase. N = 74 students in a master of education program were interviewed before and after the long-term internship with respect to their general team orientation, their attitudes towards collaboration, their intentions to carry out future collaborative behaviors in the future as well as their performance of collaboration during the long-term internship. The results show that the pre-service teachers’ intentions to collaborate decreased during the long-term internship, especially in case of pre-service primary school teachers. The regression models show that during the long-term internship, it is possible to infer the pre-service teachers’ intentions to collaborate based on their attitude towards collaboration. There are significant correlations between the pre-service teachers’ overall team orientation and both their attitudes towards collaboration and intentions to collaborate.
Key words: Collaboration, longitudinal study, long-term internship, pre-service teachers, teacher education