Abstract
<p>This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested. </p>
Highlights
Pre-service Teacher Education (PTE) programs require their student teachers to get a real teaching experience in a school or a college where they learn how to interact with actual learners
From the student teachers’ perspective on the partnership between university and school, In a different research, a group of student teachers suggested that the educational institutions from where they were sent need to provide clarity on the expected roles of the cooperating teachers as they supervise them during the practicum
The review of research literature on student teachers and cooperating teachers cognitions, and collaboration between universities and schools during the practicum reveals some important points for researchers, educators, and policymakers about the effects of practicum for the development of student teachers’ teaching knowledge and skills and their affective factors considered in teaching pupils, the roles of cooperating teachers during the practicum period, and the contribution of university-school partnership for the student teaches’
Summary
Pre-service Teacher Education (PTE) programs require their student teachers to get a real teaching experience in a school or a college where they learn how to interact with actual learners. This session of PTE is called practicum or teaching practice (TP). Before the mid-1970s, policy and research in education drew strongly on the process-product paradigm which examines teaching in terms of learning outcomes it produced Based on this paradigm, the research was aimed at understanding “how teachers’ actions led – or did not lead to student learning” (Freeman, 2002:2). Cooperation with cooperating teachers, and university-school partnership in the practicum
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