Practicum Facilitator Practice in Transition

• In Event: 46.080 - Supervision in Preservice Teacher Education: Supporting Teacher Professional Learning and Development

Abstract

This case study examined the work of practicum facilitators within the Faculty of Education at a Canadian university from an interpretivist perspective. Interview and artifact data collected from twelve facilitators were categorized into one of Le Cornu and Ewing’s (2008) supervisory orientations. The evidence yielded three initial findings: (1) The recruitment of retired teachers and administrators efficiently addresses the need for facilitators since these individuals are eager to provide such services. (2) Indicative of the community orientation, facilitator accountability is loosely defined and best practice is personally determined. (3) Facilitators with school-based administrative experience are likely to enter collaborative relationships, resonating with the community orientation, whereas facilitators without administrative experience are likely to embrace a traditional or a reflective orientation.

Authors

• Christine Stobart

• Jim Brandon, University of Calgary