The Canadian Preservice Teacher Education Practicum: An Examination of Fostering University and School Collaboration, Mentor Teacher Guidance, and Re-Centring the Practicum

Autor/inn/en	McNeilly, Elizabeth; Nickel, Jodi; Burns, Amy; Danyluk, Patricia; Kapoyannis, Theodora; Kendrick, Astrid H.
Titel	The Canadian Preservice Teacher Education Practicum: An Examination of Fostering University and School Collaboration, Mentor Teacher Guidance, and Re-Centring the Practicum
Quelle	In: Interchange: A Quarterly Review of Education, 53 (2022) 1, S.65-74 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McNeilly, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-022-09455-7
Schlagwörter	Foreign Countries; Preservice Teacher Education; Preservice Teachers; Practicums; College School Cooperation; Mentors; Supervision; Theory Practice Relationship; Critical Thinking; Reflection; Risk; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Theorie-Praxis-Beziehung; Kritisches Denken; Risiko; Kanada
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is often researched at the university, this can fail to transfer for a number of reasons resulting in a replication of outdated practices at the school level.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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01