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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
Language: English
Authors: McNeilly, Elizabeth (ORCID 0000-0002-2468-6049), Nickel, Jodi, Burns, Amy, Danyluk, Patricia, Kapoyannis, Theodora, Kendrick, Astrid H.
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is often researched at the university, this can fail to transfer for a number of reasons resulting in a replication of outdated practices at the school level.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
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22McNeilly%2C+Elizabeth%22">McNeilly, Elizabeth</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2468-6049">0000-0002-2468-6049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nickel%2C+Jodi%22">Nickel, Jodi</searchLink><br /><searchLink fieldCode="AR" term="%22Burns%2C+Amy%22">Burns, Amy</searchLink><br /><searchLink fieldCode="AR" term="%22Danyluk%2C+Patricia%22">Danyluk, Patricia</searchLink><br /><searchLink fieldCode="AR" term="%22Kapoyannis%2C+Theodora%22">Kapoyannis, Theodora</searchLink><br /><searchLink fieldCode="AR" term="%22Kendrick%2C+Astrid+H%2E%22">Kendrick, Astrid H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Interchange%3A+A+Quarterly+Review+of+Education%22"><i>Interchange: A Quarterly Review of Education</i></searchLink>. Mar 2022 53(1):65-74.
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  Data: 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/
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  Data: 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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