Abstract
Overwhelmingly, preservice teachers indicate a benefit of having a practicum in their teacher preparation program. Yet, with a shortage of highly effective special education teachers, there is limited research about the effectiveness of practicum experiences on preservice special education teacher’s preparation. The purpose of this study was to examine preservice special education teacher’s perception of acquiring a practicum experience in their master’s program and determine if there was a gain in clinical expertise. Preservice teachers were evaluated using the clinical evaluation continuum (CEC) at the beginning and end of their practicum; reflections were gathered regarding their perception of the added experience. Results show gains in clinical expertise, knowledge, and approval for the practicum. Limitations and implications are discussed. Key words: Special education practicum; practicum; clinical experience; teacher preparation; special education.
Highlights
According to Cochran-Smith and Lytle (1999) teachers learn to teach by teaching
The purpose of this study was to examine preservice special education teacher’s perception of acquiring a practicum experience in their master’s program and determine if there was a gain in clinical expertise
The study revealed that preservice teachers had a better image of their duties as a science teacher through having this early practicum, elucidating the positive influence of practicum on teacher self-efficacy
Summary
Teacher preparation programs embed field experiences, practicum, and student teaching within their programs These experiences have been credited for being an important bridge between theory and practice (Giebelhaus and Bowman, 2002); allowing teacher candidates the opportunity to develop and apply knowledge and to experiment with best-practice strategies (Noonis and Jernice, 2011); using the theoretical underpinnings learned in academic courses to become authentic experiences (Whitney et al, 2002); and to develop a more genuine perception of pedagogy (Maslak and McLaughlin, 2003). Tarman (2012) found that field experiences gave perspective teachers the opportunity to reflect on their understanding of teaching as a profession and modify their self-perceptions about teaching careers These experiences have been associated with helping teachers remain in the field, develop skills and competencies in classroom management, and progress in the teaching profession (Heppner, 1994; Smith and Lev-Ari, 2005). As Goodlad (1999) stated “a person planning to teach should be experienced in the classroom prior to assuming independent responsibility for one” (p. 263)
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