Practicum Experience Research Articles

Teaching Practicum: Learning Journey Platform for Promoting Pre-Service Teachers’ Instructional Skills

Teaching practicum provides an opportunity for pre-service teachers to enhance their teaching skills. This study utilized a qualitative phenomenological design method to investigate the role of teaching practice in enhancing the instructional skills of pre-service English teachers at the elementary school level. Three pre-service English teachers participated in the study. Data were collected from the participants through reflections on their teaching practicum experiences. The findings indicated that the pre-service teachers initially experienced strong emotions and assumptions when they began teaching, yet the quality of their teaching improved during the practice. Teaching practicum was further identified as an effective means to enhance the teaching skills of pre-service English teachers.

Revolutionizing CNC Lathe Education: Designing Instructional Media Integrated Using Augmented Reality Technology

Utilization of Computer Numerical Control (CNC) machines is crucial in modern manufacturing. Nevertheless, enhancing the skills of CNC machine operators remains a challenge in education and training. In response, the solution involves designing learning materials that simulate the machining process, particularly in innovative CNC learning integrated with Augmented Reality (AR) technology. The research utilizes the Multimedia Development Life Cycle (MDLC) model, encompassing steps like concept development, design, material collection, assembly, testing, and distribution. AR devices deliver additional visual information to CNC lathe students. The research results in learning materials using augmented reality to present 3D visualizations through markers, creating object representations to train 2-axis CNC lathes. These materials, designed as 3D virtual objects, offer real-time practicum experiences to learners. Black box testing confirms the effective implementation of augmented reality in CNC lathe training, providing cost savings in practicum materials and cutting tools during repeated testing on a 2-axis CNC lathe.

Practice matters: how practicum experiences change student beliefs

ABSTRACT Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and hypothetical practices with young children; end-of-semester scores were analyzed using linear regression. Having had a practicum course is associated with more positive dispositions for supporting the development of teacher–child relationships, building partnerships with diverse families, guiding children’s behavior, and fostering development and learning. Further, we examined development of dispositions over the course of a semester based on undergraduates’ current and past practicum experiences. Implications for programs who prepare infant and toddler practitioners are discussed.

A host community’s experiences of an international teaching practicum: “They taught … and they left”

ABSTRACT This collaborative international study centres the perspectives of a Kenyan host community on a recurring international teaching practicum from Canada. Although there was general community support for the international practicum, the visiting groups’ knowledge and decision-making were prioritized and preferentially benefitted some community members. Interculturality theory and the African philosophy of Ubuntu were used as complementary frameworks to challenge the dominance of Global-North practices that positioned the Kenyan community as recipients relying on the goodwill of their external benefactors – namely, the practicum group and the non-governmental organization that facilitated the placement. We propose a reciprocity framework to counter capitalist discourses that direct powerful psychic desires for education and development into alignment with post-colonial ideals. Engaging with the dreams and desires of local peoples, we posit that thinking in terms of reciprocity can provide a practical, interdependent, and mutually beneficial approach to the planning and implementation of international teaching practicums.

Rethinking approaches to reflection in initial teacher education

ABSTRACT Background During initial teacher education, reflective thinking can have a key role to play in preparing pre-service teachers for professional practice. Therefore, the approaches taken to assist reflection are important to optimise learning from classroom experiences. Purpose This case study from Finland sought to examine the development of pre-service teachers’ reflective thinking during a teaching practicum in which a non-prescriptive, self-guided approach to reflection was implemented. Method Drawing on best practice, we designed an approach to reflection which placed emphasis on the agency of the pre-service teacher, and involved elements including dialogue, peer interaction and collaboration, and video. The research followed three pre-service teachers who worked in a peer group with their mentor-teacher during a six-week teaching practicum where this approach was employed. The peer-group mentoring discussions were recorded and analysed qualitatively. Findings The in-depth analysis of data identified three different sequences of self-guided reflection phases, with findings revealing how the pre-service teachers’ reflective thinking developed according to their individual and shared trajectories. It suggests that for practicum experiences to be reflected on in a way that supports deep learning, the process must stem from pre-service teachers’ individualised learning needs. Conclusions This case study highlights the rich potential of a non-prescriptive, self-guided approach to reflection as a tool for use during initial teacher education. It can offer a more personalised and active way for pre-service teachers to learn from early teaching experiences, gain practical understanding and develop their reflective thinking.

성찰일지 평가법을 활용한 상담전공 학부생의 첫 상담실습 경험 분석

The purpose of this study was to systematically evaluate and analyze the level and content of reflection on counseling major undergraduates' first counseling practicum experience using reflective journal writing assessment method. Three evaluators analyzed 112 reflective journals collected from 38 students enrolled in a counseling practicum course. According to the reflective journal assessment method, level 1 evaluation was based on nine elements of reflection, and level 2 evaluation categorized each journal into three levels based on the overall level of reflection. Additionally, content analysis was conducted to examine the specific content of reflection occurring during counseling practicum experiences. Percent agreement for the nine elements of reflection ranged from 53.6% to 90.2%, Φ coefficients ranged from 0.01 to 0.75, and ICC(2,1) values ranged from 0.39 to 0.87. Inter-rater agreement for the overall level of reflection in the journals ranged from 56.3% to 74.1%, with γ coefficients ranging from 0.63±0.12 to 0.86±0.06, and an ICC(2,1) of 0.67 among all evaluators. This study confirmed the applicability of reflective journal writing assessment in the field of counseling practicum and provided insights into the utilization of reflective journals for counselor education.

Collaborative Synchronous Coaching to Enable the Third Space in Initial Teacher Education

ABSTRACT Research highlights the third space as a theory to enhance the practicum experience. This study explores how Collaborative Synchronous Coaching (CSC) can enable concepts found in the literature regarding the third space and initial teacher education (ITE). It used critical participatory action research to develop CSC and guide data collection. Semi-structured interviews were conducted with four triads, indicating that CSC is a new and practical andragogical technique to enable concepts of the third space in ITE. Pre and post-intervention surveys supported this conclusion. Authentic collaboration is facilitated, relationships de-hierarchized, and greater accountability encouraged, providing effective preparation of beginning teachers. A recommendation is to build a foundation of relational trust before implementing CSC.

The preparation of supervisors through collaborative supervision: A narrative account

AbstractTeacher educators are typically involved in preparing preservice teachers (PSTs) in initial programs through teaching courses and supervising practicum experiences, including the culminating student teaching practicum. Using self‐study of teacher education practices (S‐STEPs) during supervision, the authors describe a scaffolded process of learning to supervise teacher candidates and engage in reflections about their experiences working collaboratively. This narrative account by a more experienced supervisor and a new supervisor uses samples of feedback to teacher candidates to demonstrate a collaborative process based on multimodal observational field notes, which included sample discourse from the classroom to exemplify interactions, teaching activities, and photographs of classroom activities. Both researchers participated in joint meetings with (1) PSTs to discuss feedback, (2) mentor teachers to discuss progress of PSTs, and (3) all PSTs to discuss themes that emerged from observations and assessments, something unique to this collaboration. The authors discuss how their collaboration led to curriculum changes to a TESOL methods, curriculum, and assessment course influenced by observations in the field. The article concludes with implications and recommendations for other teacher educators interested in collaborative supervision.

Newly graduated Australian psychologists’ interest and confidence in psychological approaches for psychosis: what role can psychology training providers play in increasing access to psychological interventions for psychosis?

ABSTRACT Objective Despite recommendations in international guidelines, implementation of psychological therapy for psychosis is limited. Clinician level factors (i.e. attitudes, confidence, and training) are significant barriers to implementation, but have not been investigated within the context of Australian professional psychology graduates. The current study aimed to examine predictors of interest and confidence in working therapeutically with people with psychosis in recent graduates of Australian psychology postgraduate training courses. Method An online survey was completed by 108 recent graduates from Australian postgraduate psychology courses. Participants provided data on hours of training, practicum experience, stigma, therapeutic optimism and levels of interest and confidence in working therapeutically with people with psychosis. Results Participants reported low levels of training and practical experience in psychological therapy for psychosis. Participants with higher training hours and who had delivered an intervention to someone with psychosis during training reported significantly more confidence in their ability to work with people experiencing psychosis. However, stigma was the only significant predictor of interest; psychologists with higher stigmatised attitudes were less interested in working with psychosis. Conclusions Increased opportunities for practicum experience with people with psychosis and interventions that address stigma in professional psychology training may support increased interest and confidence in providing psychological interventions for psychosis.

Online Learning and Liminal Spaces: An Example of Innovation in Social Work Field Education

Abstract Amidst the challenges posed by the coronavirus disease 2019 pandemic, universities grappled with adapting to online service delivery, particularly affecting student placements in programmes requiring practicum experiences. Addressing this, four Australian Universities/Colleges collaboratively initiated the Supporting Placement through online Access and Community Engagement (S.P.A.C.E) Project, a twelve-month research endeavour. This study, based on qualitative data from S.P.A.C.E, reveals that the project’s success in delivering quality placement experiences hinged on three key factors: (1) the creation of a liminal (or third) space, (2) a genuine commitment to critical pedagogy and (3) the intentional use of online technology for an authentic learning experience. Significantly, the findings have implications for the field of social work by challenging assumptions about online learning, influencing social work theory through the exploration of a transformative ‘third space’, enhancing practice through critical pedagogy and suggesting policy directions that support flexible and viable online modalities in social work education. This research contributes to a growing body of evidence supporting online learning as a flexible and effective means for authentic and transformational learning experiences.

Strengthening the Role of Laboratories with Authentic Assessment of Student Life Skills

The practicum experience in laboratory settings plays a pivotal role in cultivating essential life skills among students. This study investigates the efficacy of laboratory-based practicums in fostering students' life skills through the utilization of authentic assessment methods. Employing a pre-experimental approach with a one-shot case study design, the research focuses on 5th-semester Physics students engaged in practicum activities, totaling 26 participants. Purposive sampling was employed to determine the research sample. Data collection involved observation techniques, life skills questionnaires, and interviews to evaluate laboratory utilization. Descriptive statistics were employed for data analysis. Findings reveal that practicum-based authentic assessments yield commendable results in students' life skills development, with an average score of 3.73, indicating proficiency. The practicum experience in the laboratory setting facilitates the cultivation of these skills, positioning students to excel in the contemporary industrial landscape characterized by technological advancements. Beyond mere swiftness, individuals in this era must possess adaptable life skills to effectively fulfill their responsibilities, confront challenges with confidence, and adeptly resolve encountered issues.

사회복지사업법 시행규칙 개정 이후 사회복지 현장실습 운영현황과 개선방안

The social welfare field practicum is a fundamental part of the social welfare discipline, representing its identity as an applied social science. In August 2019, the Enforcement Rule of Social Welfare Services Act was revised to address the issues of over-issuing social worker certificates and to strengthen field practicum requirements in order to promote professionalism. As a result of this revision, significant changes have been made to the field practicum since 2020. The purpose of this study is to identify the experiences of each practicum subject, including universities, educational institutions, students, and placement agencies, in field practicum after the revision. Additionally, this study aims to propose ways to improve social welfare education in Korea. The survey was conducted from July to August 2021 and included 95 universities and educational institutions, 318 students, and 2,051 placement agencies. The analysis results indicate that there are differences in the management of field practicum instructors, seminars, and orientation, as well as in the payment of practicum fees and institutional support, depending on the type of educational institution. Overall, students evaluated their practicum experience positively, but also reported unsatisfactory and unfair experiences. The study revealed varying perspectives on the revision of the Enforcement Rules depending on the type of educational institution. Based on these findings, the study proposes the initiation of a social welfare field practicum certification system for social welfare educational institutions. It also suggests the establishment of a consultative board that includes all educational institutions and stakeholders. Additionally, the study recommends improving the management of practicum fees, highlighting the need for standardized education plans and teaching for field practicum, and preparing fundamental ways to improve the field practicum system.

Project Building Bridges: A Framework for Preparing Highly Qualified Speech-Language Pathologists to Serve Culturally and Linguistically Diverse Students With Augmentative and Alternative Communication Needs.

Project Building Bridges was funded by the U.S. Department of Education Office of Special Education Programs to address the shortage of speech-language pathologists qualified to serve students with complex communication needs who benefit from augmentative and alternative communication (AAC) and are culturally and linguistically diverse. The purpose was to train future speech-language pathologists in culturally responsive AAC practices through coursework and fieldwork in AAC integrated into the Master of Science degree in Speech, Language and Hearing Sciences. Fifty-seven graduate students completed the project. The scholars' curriculum consisted of two AAC courses, both on-campus and externship AAC clinical practicum experiences to provide services to multicultural and linguistically diverse students, a U.S. or international service-learning opportunity, and cumulative portfolio presentations. Mixed-methods outcome measures consisted of four sets of pre- and postsurveys and qualitative feedback from exit interviews to assess changes in graduate student competencies. Significant differences were demonstrated between scholars' pre- and post-assessments of confidence ratings. Significant differences were also demonstrated in both scholars' and school mentors' pre- and post-assessments of competency ratings. No significant differences were found between evaluations of AAC preparation by Clinical Fellowship (CF) candidates and their CF mentors at 1 year postgraduation. Project Building Bridges provides a framework for preparing highly qualified speech-language pathologists to serve culturally and linguistically diverse students who benefit from AAC as evidenced by pre- and postsurvey results. The project can serve as a model for other university programs in the development of preservice preparation programs focusing on culturally and linguistically diverse students with AAC needs.

印尼實習焦慮與英語實習教師之培訓:借鑑COVID-19大流行時的經驗

AbstractThe existing literature on practicum anxiety seldom scrutinises the preservice teachers’ experiences to uncover potential links between the sources of these anxieties and the conceptual frameworks they bring into their practicum journeys. This qualitative study interviewed five first-year preservice English language teachers in Indonesia amid COVID-19 lockdowns, exploring sources of their anxiety and coping strategies. The analysis revealed that, while their coping strategies align with those documented in prior international research, it also yielded novel insights. The preservice teachers in the study lacked conceptual frameworks to aid in translating the national ELT curriculum objectives into practice, did not mention utilising relevant professional literature for additional guidance, and appeared unfamiliar with the school culture at their practicum locations. Arguably, these factors are crucial for fostering a sense of ease during the practicum. Although the scope of this study is limited, its findings highlight the significance of this analysis and stress the necessity for more extensive investigations to gain a fuller understanding of the preservice practicum experience.

Supervisors’ guidance of PETE students’ reflections at practicum: creating conditions for different learning journeys

ABSTRACT Physical education teacher education (PETE) students’ reflections on their practicums are influenced by how their supervisors guide them. Supervisors often evaluate and discuss PETE students’ teaching by guiding their focus on essential aspects to consider. This exploratory case study focuses on how supervisors’ guiding styles in reflective conversations affect how PETE students make meaning of their teaching. Reflective practitioners, in this case PETE students, make sense of practical situations from their own perspectives as part of their teaching practice. Supervisors’ guidance is essential here, because it can change PETE students’ understanding by (re)directing their attention to meaningful aspects when framing their teaching and help them to examine it from new perspectives. However, the findings indicate that supervisors’ various guidance affect how PETE students experience their learning journeys during practicum. In this study, the participating PETE students’ experiences of practicum differed: either they experienced a controlled journey that restricted their teaching due to predefined rules and condemning attitude toward pupils, or they experienced an adventurous journey that enabled them to find their own paths as a teachers.

Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants

Abstract The purpose of the current study was to examine Japanese preservice professionals’ socialization experiences while working with mothers and infants during midwifery practicum experiences. This study utilized an interpretive case study research design (Merriam, Sharan B. 1998. Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass). Data were collected from reflective journals (Janesick, Valerie. 1999. A journal about journaling: Writing as a qualitative research technique history issues and reflections. Qualitative Inquiry 5(4). 505–524) and electric portfolios. Participants were ten female students enrolled in a midwifery certification program at one private university located in central Tokyo in Japan. A constant comparative analysis method was used to interpret the data, with four themes emerging from the data: (a) struggling to make decisions related to lesson procedures, (b) adjusting lesson content to meet mothers’ and infants’ unique needs, (c) paying less attention to partners’ roles and responsibilities, and (d) applying knowledge and skills to future midwifery settings. Results indicated that the preservice professionals struggled to prepare and plan lessons and activities in a timely manner, and had the challenge of modifying activities based on the infant’s unexpected and unpredictable behaviors. However, the preservice professionals believed that the practicum course was beneficial for their professional learning and development, and applicable to various educational and professional settings. In order to advance the quality of practicum experiences in the midwifery program, instructors, department chairs, and researchers need clear and focused goals related to the status, quality, and relevance of the midwifery program mission and curricula. Due to the paucity of research in this area, it is essential to further explore these issues in Japan.

Learning to embrace outdoor pedagogy: early childhood education student experiences of a nature-focused practicum

Learning to embrace outdoor pedagogy: early childhood education student experiences of a nature-focused practicum

Navigating Tensions in Designing a Curriculum That Prepares Preservice Teachers for School-Based Learning

A long-standing concern in teacher education is the variability in the quality of practicum experiences afforded to preservice teachers. Although some variability is due to their personal attributes, preservice teachers often find it difficult to connect theoretical insights to teachers’ classroom practices. These challenges can be exacerbated when teachers do not explain the reasoning for what they do and why. School closures during the pandemic provided South African teacher educators with an opportunity to address this concern. We participated in developing a national online module that prepares preservice teachers for school-based learning through guided lesson study. This article adopts a self-study approach to account for the curriculum choices in developing this module. Three tensions needed consideration: portraying teaching as an individualised pursuit and/or a social practice, focusing on generic and/or specialised pedagogies, and focusing on the tacit and/or explicit reasoning that teachers do. We account for how we worked within and between these tensions. A module of this nature potentially enhances school-based learning by making the reasoning of teachers explicit to preservice teachers. To achieve this potential and to advance work-integrated learning as a scholarship, the conceptual underpinnings of the module and its curriculum design must be open to reflection and scrutiny.

CLINICAL INTERNSHIP PROGRAM DEVELOPMENT IN AN ACADEMIC CARDIOPULMONARY EXERCISE LAB

https://youtu.be/L4guyGQnFdQ BACKGROUND Programs in exercise physiology, exercise science, kinesiology, sports sciences, and human performance encompassing both undergraduate and graduate studies are increasingly popular, providing education for a growing career field. Preparing students for healthcare careers requires adequate exposure and hands-on learning using experiential internship and practicum opportunities. An initiative to formalize the exercise science academic requirements for university programs is already in place and requires institutional program CAAHEP accreditation by 2027. Participation in a clinical internship and the hours required vary among college programs. This retrospective study performed on the cardiopulmonary internship program at a large Midwest pediatric hospital provides insight to clinical education and research skill development for undergraduate and graduate exercise science students. METHODS A retrospective review of program metrics and outcomes was analyzed regarding university affiliations with the internship program, number of students accepted into the internship program, completion rate, training and competencies, student academic level and associated culminating student presentations, and program satisfaction surveys for students completing their internship experience. RESULTS Between 2012 to 2023, the program grew from 3 to 40 university affiliation agreements/institutions. 143 students participated in the internship program: 32 fulfilled shadowing experiences, 90 were undergraduate interns and 21 were graduate interns. Internship hour requirements varied from 100 to 600 hours, with most students completing 350-450 hours. In 2012, the program enrolled 1 student per year, and by 2013 the capacity expanded to 4 student positions per semester (each spring, summer, fall). Internship students have presented 38 poster/abstract presentations at regional conferences and seminars. Students achieved 99% completion of site-specific sign-off competencies in cardiopulmonary exercise testing, including expanded requirements for cardiac rehabilitation starting in 2018. 98% of the student interns completed the program. CONCLUSIONS The cardiopulmonary internship program has continued to expand additional affiliate universities from both local and out of state institutions referring students to the pediatric internship program. Secondary to our cardiology program’s growth to include pediatric and now adult congenital patients, our outreach sites, and the expansion into cardiac rehabilitation and exercise prescription, the lab team members and allocated space have increased to accommodate increasing patient volumes. This has led to the ability to increase student interns per semester and expand their preparation for transition into the healthcare workforce. Understanding of the skills and competencies obtained during the practicum experience may help to enhance academic curriculum to transition students into clinical opportunities.

Effectiveness of Clinical Practicum Experience in Drug Addiction Treatment Facilities in Nursing Students' Attitudes Toward Alcohol, Alcohol Use Disorders, and Alcoholics: Systematic Review and Meta-Analysis.

The aim of this study was to identify, analyze, and synthesize the best evidence on the effectiveness of clinical practicum experience in drug addiction treatment facilities on nursing students' attitudes toward alcohol, alcohol use disorder (AUD), and persons with AUD. This systematic review followed the recommendations of Preferred Reporting Items for Systematic Reviews and Meta-Analyses and used the System for the Unified Management of the Assessment and Review of Information to assess methodological quality and extract data for meta-analysis. A comprehensive literature search of the EBSCO databases, Embase, PubMed, Literatura Latino-Americana e do Caribe em Ciências da Saúde, PsycINFO, Scopus, Web of Science, Mednar, Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior, and ProQuest Dissertations & Theses catalog was conducted. The System for the Unified Management of the Assessment and Review of Information tool was used for the extraction and critical evaluation of the selected articles followed by a meta-analysis. After removing duplicates, 2,831 publications were identified, and eight met the inclusion criteria. More positive attitudes were observed after performing practicum experience in specialized services (-1.27, 95% confidence interval [-2.85, -0.30]), and an increase in the motivation and satisfaction among the students to care for patients with AUD was also noted. In conclusion, the review suggests that clinical practicum experience in a drug addiction treatment facility has the potential to change the attitudes of nursing students toward AUD and persons with AUD.