Challenges in Practicum and Mentoring in the Post-Bologna Context in Portugal

• In Event: 47.080 - The Value of Mentoring to Improve Teaching Practices: International Perspectives

Abstract

This paper examines the challenges in practicum and mentoring within the context of initial teacher education in Portugal under the new legal framework resulting from the implementation of the Bologna process. One of the major challenges within the new legal framework for ITE was to ‘design a model for the practicum within a tradition of practicum without any model’ (Vieira et al., 2013, p. 2642), namely in regard to the lack of definition of the role of supervisors, the nature and goals of practicum strategies in terms of training and supervision, as far as observation was concerned, lack of connection between theory and practice and between research, training and teaching, lack of stability of university-school partnerships and lack of dialogue and inability to promote educational change (Flores, Vieira, & Ferreira, 2014; Flores et.al. 2016). A look at the internal documents regulating the practicum reveals that its aims are: i) to promote a critical understanding and intervention in pedagogical contexts; ii) to deepen the development of subject matter and pedagogical competencies; iii) to develop a research culture and collaboration in professional training; and, iv) to develop the integration of cultural, social and ethical aspects in professional training. In addition, three main dimensions associated with the professional profile of student teachers are identified: i) the conceptual dimension (which relates to the theoretical framework of professional practice); ii) the strategic dimension (associated with the methodological framework of professional practice); and, iii) the axiological dimension (which deals with the values of professional practice).
Drawing upon a broader piece of research, it focuses on student teachers’ perspectives on their learning, sense of preparedness to enter the teaching profession and mentoring. Data was collected through questionnaires and written narratives. Findings suggest the importance of practicum as a key component of the curriculum of initial teacher education for developing professional knowledge and competences. However, some critical issues emerged, such as the length of practicum, the quality of supervision, the support received and the lack of articulation amongst the different components of the curriculum. The paper concludes with implications for the mentoring process within the context of practicum.

Author

• Maria A. Flores, Minho University, Portugal