Improving the Quality of Professional Learning in the Practicum: Case Studies of Four Teacher Education Programs

• In Event: Poster Session 13
  In Poster Session: Differing Perspectives on and Approaches to Preservice Field Experiences

Abstract

This study reports on the nature of teacher candidates’ experiences and learning during practicum across four teacher education programs. Case study methodology, using focus groups and semi-structured interviews, was employed. Data analysis used methods of constant comparison to elicit themes and patterns within and across groups. The research reveals the importance of explicit and deliberate efforts not only to identify candidates’ prior assumptions about their learning from experience but also to improve their ability to express that learning in more effective professional practices. By gathering and comparing perspectives on learning during the practicum from teacher candidates, cooperating teachers, faculty supervisors and teacher educators, this study reveals some of the inherent contradictions in common beliefs and assumptions about practicum learning.

Authors

• Lynn A. Thomas, Université de Sherbrooke

• Tom Russell, Queen's University

• Andrea K. Martin, Queen's University

• Shawn M. Bullock, Simon Fraser University

• David Dillon, McGill University