Abstract
Preservice practicum supervision is often carried out by special supervisory staff rather than by tenured or tenure-track education faculty. Some researchers feel this creates an unfortunate separation between the campus program and the practicum and results in lost opportunities to strengthen the school-university partnership. Five years ago, in an elementary preservice cohort program, the authors adopted a policy of heavy involvement in practicum supervision by all members of their faculty team; the authors also devised ways of supporting the faculty in their supervision. Over the past 4 years, the authors studied the effects of applying this model; it was found to strengthen the school-university partnership, enhance both the practicum and the campus program, and help faculty grow in knowledge and understanding of schooling. However, the approach was time-consuming and presented some other challenges for faculty. If it is to be adopted widely in preservice education, stronger institutional support is needed.
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