Supporting Associate Teaching and Mentoring of Teacher Candidates: Building a Community of Practice

Abstract

Associate teachers play a significant role in the preparation of pre-service teachers in Canadian universities. The literature on the subject indicates that the practicum component of the pre-service teacher education is considered by teacher candidates to be their most valuable learning experience. Therefore, Faculties of Education are constantly exploring new ways of engaging associates in re-imagining their role and clarifying expectations and support from the faculty. This paper presents preliminary findings from a survey of associate teachers conducted by the Faculty of Education at a mid-size, comprehensive university in south-western Ontario, Canada. The survey explored the perceptions of associate regarding their role, and sought feedback on supports that the faculty could offer strengthen the triumvirate relationship in teacher education. The study found that associates enthusiastically embrace their role as mentors and/or experiential learning specialists, and recommended closer ties with faculty personnel as collaborative opportunities with which to develop a community of practice in teacher education.