Rethinking the Practicum: Limitations and Possibilities

Autor/in	Grudnoff, Lexie
Titel	Rethinking the Practicum: Limitations and Possibilities
Quelle	In: Asia-Pacific Journal of Teacher Education, 39 (2011) 3, S.223-234 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Preservice Teacher Education; Student Teachers; Practicums; Foreign Countries; Beginning Teachers; Teacher Attitudes; Elementary School Teachers; Interviews; Qualitative Research; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Ausland; Junior teacher; Junglehrer; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Qualitative Forschung; Neuseeland
Abstract	Teachers and policy makers often view the practicum as being the critical component of initial teacher education (ITE) programmes. While numerous studies have investigated the practicum in ITE, less attention has been given to the role practicum plays in the transition from preparation to teaching. This study investigated 12 New Zealand first-year primary teachers' perceptions of how their practicum experiences prepared them for starting teaching. The data for this qualitative study were gathered over a 15-month period using semi-structured individual interviews. The study showed that, while the beginning teachers consistently viewed the practicum as being a key part of their ITE, their practicum experiences were not always helpful in supporting their move into teaching. While acknowledging that the practicum cannot replicate the conditions of full-time teaching, the findings suggest that the practicum should be reconsidered in order to more effectively prepare student teachers for the complexities and demands of beginning teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10