Transformation Within the Teacher Preparation Practicum: Breaking Tradition, Taking Risks, Embracing Change Using a Mezirow Framework

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Reimagining Teacher Education and the Impacts of the COVID-19 Pandemic (Table 10)

Abstract

This paper draws on research conducted by Irish Teacher Educator researchers on the ‘disorienting dilemmas’, disruptions and challenges faced in working with Pre-Service Teachers on the Teacher Preparation Practicum during the Pandemic. It focuses specifically on how COVID-19 shaped and transformed their lived experiences as Teacher Educators and transformed the practicum landscape. The research was scaffolded by a Mezirow Transformative Learning framework that enabled the research team to locate their disorienting dilemmas, map transformative experiences and critically reflect on the learning and new meanings formed through various iterations of transformation. A Rolfe et al framework was used to present findings from data generated through online surveys, focus groups and reflections and inform future possibilities/sustainable changes within the Practicum.

Authors

• Ann-Marie Young, University of Limerick
  Presenting Author

• Melanie Ni Dhuinn, Marino Institute of Education
  Presenting Author

• Eamonn Mitchell, Mary Immaculate College
  Non-Presenting Author

• Julie Uí Choistealbha, Marino Institute of Education
  Non-Presenting Author