The Canadian Preservice Teacher Education Practicum: An Examination of Fostering University and School Collaboration, Mentor Teacher Guidance, and Re-Centring the Practicum
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| Title: | The Canadian Preservice Teacher Education Practicum: An Examination of Fostering University and School Collaboration, Mentor Teacher Guidance, and Re-Centring the Practicum |
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| Language: | English |
| Authors: | McNeilly, Elizabeth (ORCID |
| Source: | Interchange: A Quarterly Review of Education. Mar 2022 53(1):65-74. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teacher Education, Preservice Teachers, Practicums, College School Cooperation, Mentors, Supervision, Theory Practice Relationship, Critical Thinking, Reflection, Risk |
| Geographic Terms: | Canada |
| DOI: | 10.1007/s10780-022-09455-7 |
| ISSN: | 0826-4805 |
| Abstract: | The history of Canadian preservice teacher practicums demonstrates that great effort has been put forth to bridge the perceived divide between university teaching programs and classroom practice. Although innovative theory and practice is often researched at the university, this can fail to transfer for a number of reasons resulting in a replication of outdated practices at the school level. Teacher education programs can prepare preservice teachers to creatively respond to current and future challenges. When the practicum is placed at the centre of the preservice teacher program, as occurs with professional development schools, collaboration between the university and school is fluid. Supervisory models for mentor teachers have also proven effective, especially when they introduce mentor teachers to innovative practices, develop helpful feedback skills, assist preservice teachers in identifying theory in practice, and encourage critical reflection and risk-taking. Strengthened collaboration between the university and school sites fosters the development of competent, reflective new teachers willing to take risks and implement innovative strategies befitting a 21st-century classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1328368 |
| Database: | ERIC |
| Abstract: | The history of Canadian preservice teacher practicums demonstrates that great effort has been put forth to bridge the perceived divide between university teaching programs and classroom practice. Although innovative theory and practice is often researched at the university, this can fail to transfer for a number of reasons resulting in a replication of outdated practices at the school level. Teacher education programs can prepare preservice teachers to creatively respond to current and future challenges. When the practicum is placed at the centre of the preservice teacher program, as occurs with professional development schools, collaboration between the university and school is fluid. Supervisory models for mentor teachers have also proven effective, especially when they introduce mentor teachers to innovative practices, develop helpful feedback skills, assist preservice teachers in identifying theory in practice, and encourage critical reflection and risk-taking. Strengthened collaboration between the university and school sites fosters the development of competent, reflective new teachers willing to take risks and implement innovative strategies befitting a 21st-century classroom. |
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| ISSN: | 0826-4805 |
| DOI: | 10.1007/s10780-022-09455-7 |
