| Summary: | The internship that preservice teachers complete early in the course of their studies paves
the way for their transition from the role of student to that of teacher. It gives them a first
opportunity to apply theoretical knowledge and develop practical skills, especially to
improve their decision-making competences in the three-part process of teaching:
planning a lesson, teaching it, and reflecting on the teaching performance (PTR). The
present study addresses two research questions. First, to what extent do preservice
teachers perceive themselves to be more competent in PTR after their initial teaching
internship? Second, to what extent does the individual mood correlate with any reported
improvement? 592 preservice teachers participated in the study. Using latent change
score modelling, we found learning gains in all three dimensions of PTR. In addition, the
results show that negative mood predicts processes of planning and reflecting following
the internship, but has no effect on the actual teaching of the lesson.
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