Fostering "Realistic" Experiences: Programmatic Impact on Novice Teachers

• In Event: Programmatic Approaches to Teacher Induction and Support

Abstract

The purpose of this paper is to investigate how a realistic approach within a teacher education program designed to link coursework and field experiences supports or dissuades novice teachers’ ability to develop effective practice. This qualitative study examines data from twelve individual interviews of novice teachers. Our analysis shows that these participants were significantly impacted by the extended and integrated practicum, one of the transformative pedagogies designed to enact a realistic approach. Our study demonstrates how one university is strategically attempting to connect academic and school-based practices through a realistic approach to support novice teachers’ ability to develop effective practice.

Author

• Kevin O'Connor, Mount Royal University
  Presenting Author