Internationally, research highlights a persistent gap between teacher education and the realities of classroom practice, often referred to as the “practice shock” experienced by novice teachers as they transition from student to professional educator (Caspersen & Raaen, 2014; Meijer et al., 2011). This challenge is long-standing and remains a concern in teacher education (Schuck et al., 2018). Over the past decades, studies have emphasized that quality teacher preparation requires opportunities for student teachers to engage in authentic, practice-based learning experiences that reflect the actual work of teaching. Without such experiences, new teachers often struggle to apply theoretical knowledge in real classroom settings, leading to difficulties in professional adjustment (Darling-Hammond et al., 2017;Moon, 2016).

Recognizing this challenge, policymakers and teacher educators have increasingly emphasized the importance of grounding teacher education in classroom practice to bridge the gap between theory and practice (Ball & Cohen, 1999; Conway & Munthe, 2015; Darling-Hammond et al., 2017). However, elevating teacher education to the university level has, in some cases, intensified this divide by making programs overly theoretical and less connected to the practical demands of teaching (Moon, 2016). Research suggests that when teacher education programs integrate field-based learning effectively, prospective teachers develop stronger instructional skills and are more likely to remain in the profession(Brouwer & Korthagen, 2005; Darling-Hammond et al., 2002; Feiman-Nemser et al., 2002).

In Iceland, significant reforms in teacher education have sought to enhance this alignment, particularly through the introduction of a five-year master’s degree for teacher certification (Act No. 87/2008). Since the first graduates completed this program in 2013 (Sigurdardottir et al., 2018), further modifications—such as the 2019 introduction of a paid internship—have aimed to strengthen connections between coursework and practical training. Despite these developments, little research has has been carried out on Icelandic teacher education programs, particularly the integration of theoretical instruction with field experiences. Additionally, student teachers often face unique challenges that influence their ability to bridge theory and practice. Unlike traditional university students, they tend to be older and have greater family responsibilities, such as childcare and employment commitments, which increase their workload and contribute to academic pressure and anxiety. These external factors are critical in understanding the conditions under which teacher candidates engage with their coursework and practicum, as well as the barriers they may encounter in translating theoretical knowledge into effective teaching practice. Addressing these complexities, the present study explores how master’s students at the University of Iceland perceive the connection between their university coursework and field placements while considering the broader life circumstances that shape their learning experiences.

Data were collected through an online survey administered to all master’s students in the teacher education program at the University of Iceland. The survey builds on a previous research project on teacher education, Coherence and Assignments in Teacher Education (CATE). To ensure accuracy and minimize bias, the survey was translated into Icelandic by a subject matter expert, then back-translated into English and compared to the original version. A pilot study was conducted in the spring of 2022 with a cohort of final-year student teachers (Gísladóttir et al., 2023). The survey explores the extent to which student teachers perceive opportunities for learning during field placements and provides evidence of program coherence—both within coursework and between courses and field experiences. Additionally, background characteristics such as weekly employment hours, caregiving responsibilities, and other personal commitments were documented to examine how these factors influence students’ engagement with their teacher preparation.

Preliminary findings indicate that many students perceive a disconnect between their university coursework and their field experiences, with some reporting that their practical teaching experiences do not fully reflect the pedagogical principles emphasized in their academic courses. Moreover, students with higher work commitments and family responsibilities reported additional challenges in integrating theoretical knowledge with practical teaching. The findings suggest that program coherence could be enhanced by creating stronger links between coursework and field-based learning, ensuring that teacher candidates are adequately prepared for the realities of classroom teaching. These results contribute to ongoing discussions on how teacher education programs can be designed to support both academic success and professional preparedness. Given the increasing number of teacher candidates balancing studies with work and family responsibilities, it is essential for teacher education programs to consider structural adjustments that facilitate better integration between coursework and field experiences. Strengthening these connections could help bridge the gap between theory and practice, providing future teachers with a more cohesive and practical foundation for their professional development. This study highlights the need for ongoing reforms in teacher education, particularly in aligning university-based learning with real-world teaching experiences. Future research should explore how different models of practicum and coursework integration impact teachers professional adjustment, as well as how teacher education programs can better accommodate diverse student backgrounds and commitments.

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