Practicum Experience Research Articles

Reimagining Preparation for Early Intervention Providers

Preparing highly qualified Part C early intervention providers to serve eligible infants and toddlers and their families is crucial. Currently, there is no licensure for early childhood special education in the state of New Mexico, leaving many Part C providers without the necessary preparation. Project RISE, Reimagining Intervention to Support Early Childhood, a grant funded through the Office of Special Education Programs, will create a Multicultural Early Intervention Concentration within the existing Early Childhood Education Birth-Four non-licensure program. The aim of this project is to reimagine the preparation of early intervention providers through the infusion of culturally sustaining practices, strengths-based practices, and Yosso's community cultural wealth model. This manuscript will describe Project RISE, including the relevant New Mexico context; the development of Project RISE competencies, courses, and practicum experiences; the development of and collaboration with our affiliated faculty team and advisory board; scholar recruitment; and lessons learned thus far.

Enhancing Fieldwork Supervision During Early Childhood Inclusive Practicum Placements

This manuscript outlines a collaborative initiative among four state universities to enhance practicum and field-based experiences for early childhood education (ECE) candidates. Grounded in research highlighting the impact of early childhood experiences, the collaboration addresses challenges in the ECCE workforce by fostering inclusive decision-making and engagement with ECCE partners. Through dialogue and partnership, the initiative aims to ensure comprehensive training and support for future early childhood educators. It highlights the evolution of practicum experiences, emphasizing collaborative relationships between novice teachers, mentor teachers, and university supervisors. Key components include the creation of universal training modules and an open-source platform to house training materials. The manuscript concludes with recommendations for enhancing practicum experiences and addressing workforce challenges, emphasizing ongoing collaboration and partnership in promoting high-quality early childhood education.

A demographic-based challenges and trust issues on the implementation of the new BSND curriculum

Ensuring that the curriculum is aligned with the latest standards, guidelines, and best practices in nursing education and healthcare can be challenging. Developing fair and effective assessment methods to evaluate students' competency can be difficult. It is essential to ensure that assessments and pedagogical approaches accurately reflect the knowledge and skills students need as future registered nutritionists and dietician. The purpose of this study was to assess the challenges experienced by faculty and program administrators in relation to the mandates stipulated in the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. Faculty (n=37) and program administrators (n=5) were randomly selected from five higher education institutions in Mindanao, Philippines. Findings indicated that the administrators and teaching staff manifested low level of trust issues on the implementation of the curriculum. Consequently, they feel positive about the design, execution, and outcomes of the program. However, it is important to note several challenges they experienced. Lack of doctorate programs in institutions, absence of vertically articulated doctorate programs, and outdated library materials were the most prominent challenges the faculty and program administrators experienced. They also noted challenges related to excessive workloads for faculty beyond their Individual Daily Plans, the absence of Registered Nutrition and Dietetics (RND) professionals in food service establishments to supervise practicum experiences, and a lack of Memorandum of Agreement (MOA) with accredited Level III hospitals for practicum training programs.

Perspectives of Social Work Faculty/Staff and Students About Online Learning and Practicum Education

ABSTRACT COVID-19 caused massive disruption in education, with most programs shifting abruptly to online instruction. This study, employing a descriptive analytical approach, examined the retrospective and current (fall 2022) perceptions and preferences of undergraduate and graduate social work students, as well as faculty/staff, regarding online classroom education and practicums before and during the COVID-19 pandemic. A total of 79 social work faculty/staff and students were recruited, and findings indicated that flexibility should be increased for students by offering some classes online or as hybrids but certain core social work courses, such as those that use role plays, should remain in-person. Client needs must come first when considering modality for practicum experiences, but some face- to-face engagement is recommended for students to get the most from their placements. Faculty indicated that flexibility in their schedules is desired, although it may increase a sense of isolation.

Preservice physical education teachers’ perceptions of initial teacher education

The purpose of this study was to investigate preservice physical education teachers’ perceptions of initial teacher education and its impact on their professional lives and teachers’ identities at the end of their school placement. It was also the aim of this study to identify school placement contributing factors and key actors in the formation of professional identities. The sample was composed of 272 preservice teachers in their final year of the master's in teaching physical education at a Portuguese university. We collected data through a questionnaire that included closed- and open-ended questions regarding six aspects of the teaching profession and initial teacher education: agents of training; components of teacher education; roles of teachers; motivation for teaching; conceptions of teaching and learning; and changes experienced during this period. Quantitative data were statistically analysed for measures of central tendency, and the responses to the open-ended question were analysed through thematic content analysis. The findings revealed: that preservice teachers considered the cooperating teacher to be the most important agent of training; that the teaching practicum experience was the most important component of teacher education; that delivering universal values was an essential role of teachers; that they had an intrinsic motivation for teaching; that they perceived a constructivist approach to teaching; and that the most meaningful change they experienced during their education was an improvement in soft skills. With the results, we conclude that professional socialisation influenced how the participants performed as teachers.

English as a Second Language teacher training practicum – exploring Polish university students’ experiences and perceptions – in search of supportive strategies

This study examines the experiences of Polish university students during their English as a Second Language (ESL) Teacher Training Practicum. By examining the challenges and transformations they undergo, we aim to understand their journey towards becoming educators. Beyond students’ reflections, we explore strategies to improve their practicum experiences. Using the Inventory of Experiences and Perceptions at Teaching Practice (IEPTP), we evaluate key aspects: learning and professional growth, socialisation in professional settings, socio-emotional facets, support and supervision, and vocational development. The research highlights shifts in perceptions, emphasising areas like vocational and professional development. It suggests strategies to enhance learning and support for student teachers, emphasising the crucial role of supervisors. The findings guide institutions in refining teacher training and ensuring students become adept ESL educators.

Shaping the assessors of tomorrow: How practicum experiences develop assessment literacy in secondary education pre-service teachers

This study analyzes the impact of the supervised practicum on the assessment conceptions and practices of pre-service secondary education teachers, using the theoretical rationale of assessment literacy. We conducted a qualitative study with eighteen pre-service physical education teachers in Spain. The results revealed the difficulties and the variety of experiences the participants encountered during the practicum in relation to assessment. Student accountability and improving learning and teaching were the most common assessment conceptions, although the assessment tasks designed by the participants were not entirely formative. In general, the practicum experience reaffirmed their previous ideas on formative assessment.

Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting student-teachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers’ abilities to cultivate inclusive and effective learning environments.

Artificial intelligence (AI) applications in healthcare and considerations for nursing education

Aim/objectiveTo review the current AI applications in healthcare and explore the implications for nurse educators in innovative integration of this technology in nursing education and training programs. BackgroundThere are a variety of Artificial Intelligence (AI) applications currently supporting patient care in many healthcare settings. A nursing workforce that leverages healthcare technology to enhance efficiency and accuracy of patient health outcomes is necessary. Nurse educators must understand the various uses of AI applications in healthcare to equip themselves to effectively prepare students to use the applications. DesignQualitative synthesis and analysis of existing literature. MethodsGenerative AI (ChatGPT) was used to support the development of a list of the current AI applications in healthcare. Each application was evaluated for relevance and accuracy. A literature review to define and understand the use of each application in clinical practice was completed. The search terms “AI” and “Health Education” were used to review the literature for evidence on educational programs used for training learners. ResultsTen current applications of AI in healthcare were identified and explored. There is little evidence that outlines how to integrate AI education into educational training for nurses. ConclusionA comprehensive multimodal educational approach that uses innovative learning strategies has potential to support the integration of AI concepts into nursing curriculum. The use of simulation and clinical practicum experiences to support experiential learning and to offer opportunities for practical application and training. Considerations for ethical use and appropriate critical evaluation of AI applications are necessary.

‘Learning from what my Mentor Teachers were Doing in the Classroom to Include Diverse learners’: Experiences that Contribute to the Use of Inclusive Instruction in Pre-Service Teachers

ABSTRACT All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators.

Evolving Professional Identities: A Narrative Exploration of a Chinese Preservice EFL Teacher’s Practicum Experience

This paper presents a narrative study on the professional identity development of a Chinese preservice EFL teacher, examining her experiences before, during, and after the teaching practicum. The data for this research were gathered through in-depth interviews, documents, and observations. By offering a comprehensive narrative of Yang’s practicum journey, this study sheds light on the evolving nature of professional identity among Chinese preservice EFL teachers. Through the framework of teacher socialization, the findings reveal distinct phases in Yang’s professional identity. Yang’s stories highlight the dynamic and evolving process of professional identity development, characterized by continuous negotiation, adjustment, and reflection at each stage of the practicum. Additionally, this paper offers practical recommendations for educational institutions, placement schools, and preservice teachers. By integrating these findings, future teacher education programs can better prepare aspiring educators to navigate the complexities of professional identity development, thereby enhancing the effectiveness of EFL teacher training in China.

Emotion–Identity–Agency Triangle in Practicum Experience: A Pre-service Second Language Teachers Development of Critical Emotional Reflexivity

Earlier research has established that language teachers’ identity work is intertwined with emotions and called for incorporating emotions in language teacher education. Yet, there is limited research investigating how teacher education programmes pedagogize identity, emotions and agency to help pre-service teachers gain critical emotional reflexivity. To respond to this gap in the literature, we pedagogized Kayi-Aydar’s emotion–identity–agency triangle via three teacher learning activities in a critical practicum course in a pre-service English language teaching programme in Turkey: reflective emotion diary; auto-ethnography; and critical issues analysis and advocacy project. In this study, we explore a Korean pre-service language teacher's (Iris's) case to demonstrate how she navigated her emotions, identity and agency throughout the practicum course with the help of these teacher learning activities and critical, dialogical supervision in our course. At the beginning of the term, Iris expressed anxiety due to her novice non-native pre-service teacher identity. Yet, as she gained critical emotional reflexivity, Iris could reflect on her emotions critically, transform her internalized deficit view of her identity as a novice non-native pre-service teacher and perform her multicultural and multilingual identity in her emerging pedagogy. We argue that findings from this study offer evidence that when intentionally and systematically supported by second language (L2) teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotions and emotion labour and recruit this awareness for teacher agency even over a short period of time and in contexts of power imbalance such as pre-service practicum experience. We offer recommendations for L2 teacher educators.

Navigating Teaching Practicum in the Real Classroom: Insights from ESL Teaching Practicum Experiences

Teaching practicum is one of the compulsory courses that pre-service ESL teachers have to accomplish prior to the completion of their study. Under the lens of experiential learning theory, this study aims to find out pre-service English teachers’ challenges of teaching practicum and how they overcome them. Interviews were used as instruments in this multiple case study, focusing on three pre-service English teachers who participated in the AJARMI program during the 2022–2023 academic year. The findings of this study were analyzed using thematic analysis. The PSETs faced challenges related to students' behaviour, preparation of instructional materials, and mentoring. They handled them with organizing lessons, acting as an assertive teacher, devising a backup plan, and adapting to the school system. The implications of this study suggest that teacher education programs should provide more comprehensive training on classroom management, instructional material preparation, and effective mentoring strategies to better prepare pre-service teachers for the realities of the classroom.

Student voices within Indigenous social work practicum recommendations and the Seven Grandfather Teachings

This article examines the integration of Indigenous perspectives, particularly the Seven Grandfather Teachings, in Indigenous social work education and field practicum, focusing on student experiences. Colonization has had significant impacts on Indigenous communities, leading to intergenerational trauma, which calls for the need for culturally appropriate social services. Historically, mainstream social work has been complicit in the oppression and genocide of Indigenous peoples, leading to negative perceptions among Indigenous communities. Western theoretical hegemony in education has marginalized Indigenous perspectives, emphasizing the need for inclusivity. Indigenous social work, rooted in acknowledging colonialism and oppression, promotes self-determination and cultural revitalization, highlighting the importance of Indigenization in the profession. Field education is emphasized as crucial for students, encouraging self-reflection and cultural sensitivity. The Seven Grandfather Teachings—love, respect, bravery, honesty, humility, wisdom, and truth—are introduced as guiding principles in ethical behaviour and relationships. The integration of these teachings into coursework and practicum experiences is highlighted, aiming to prepare students for culturally responsive social work practice. Student narratives are utilized to illustrate personal experiences and the application of the teachings in real-world settings. Overall, the article underscores the importance of cultural competency, self-reflection, and community engagement in addressing the unique needs of Indigenous peoples in social work practice.

Characteristics of practica in early childhood education: variation in criteria for placements and mentor educators

ABSTRACT Practicum experiences, a critical feature in educator preparation programs, provide preservice educators opportunities to incorporate theory and practice in classrooms while under the supervision of a mentor educator. Although general descriptions of high-quality practicum experiences are provided by professional organizations and accrediting bodies, state licensing and differences across educator preparation programs contribute to variation in these experiences, which in turn have implications for the early childhood workforce. To provide a data-based understanding of program-level requirements for practicum experiences, the current study collected survey data from 227 early childhood higher education programs across 48 states in the U.S. The survey included questions about practicum placement settings, requirements and additional criteria for practicum placement sites, mentor educator requirements, age of children in the classroom, and intensity of practicum experiences. Results show that higher education programs allow several different types of placements with most programs using public school placements. Types of program and ages of children in the classroom were most frequently reported as required criteria and partnerships and feedback were most frequently reported as additional considerations in the determination of placement sites. Mentor educator education and license criteria varied by the age of the children for the practica. Higher education programs varied in the number and hours of practicum offered with more practicum hours in early elementary, kindergarten, and pre-k classrooms than in infant and toddler classrooms. The variations in characteristics and criteria for practicum placements across educator preparation programs are discussed, including implications for early childhood educator preparation programs and future research.

교수학습에 관한 전통주의와 구성주의 접근으로 살펴본 예비 화학교사의 신념 탐색

This study explored pre-service chemistry teachers’ beliefs related to constructivist and traditional approaches to teaching and learning. In addition, this was examined focusing on 3rd and 4th graders who experienced teaching practicum and 1st and 2nd graders who did not experience teaching practicum. To this end, items developed by Woolley, Benjamin, & Woolley (2004) for the assessment of teaching and learning beliefs were utilized, with 75 pre-service chemistry teachers participating in the survey. An exploratory factor analysis identified six items related to traditional educational views and five items related to constructivist views for belief analysis. Differences between these educational views were compared using paired sample t-tests, and differences in beliefs across groups and items were compared using ANOVA. Overall, the group with teaching practicum experience showed statistically higher beliefs in constructivist educational views, whereas the group without experience showed no statistical difference. A detailed items analysis revealed higher beliefs in traditional education views in practices of written assessments and structured discussion classes. In the constructivist view, beliefs were statistically lower in informal student evaluations. Group analysis showed statistically higher beliefs in constructivist educational views among those with teaching practicum experience compared to those without. This suggests the value of teaching practicum experience in enhancing pre-service teachers’ beliefs in constructivist education.

English as a Foreign Language (EFL) teaching practicum: Problems and suggestions for solutions

Although studies on the teaching practicum experiences of pre-service English teachers have tried to identify some problems and offer solutions, research addressing the issue from the perspectives of all stakeholders by examining both the expectations of pre-service teachers and the potential problems they face in this process is rather limited. In this regard, as part of a larger project, this session aims to uncover prospective English as a Foreign Language (EFL) teachers’ expectations and problems during the practicum process based on the opinions of various stakeholders. 160 pre-service teachers studying in the final year of an English language teacher education program, 22 teacher educators, and 39 English teachers supervising those teacher candidates during the practicum process participated in the study. Data came from two sources: reflective reports requested from all participants of the study in the fourth and eighth weeks of the 12-week practicum process and the focus group interviews conducted with five pre-service teachers, five university supervisors, and five cooperating teachers. The analyses documented problems related to pre-service teachers, their teaching skills, classroom management, pupils, teaching procedures, and school context. Maximizing practice opportunities in quantity and quality and higher levels of communication and interaction among the stakeholders were the main suggestions as solutions to problems. These recommendations and some suggestions for future research will potentially increase the quality and effectiveness of the practicum process.

Exploring English language teacher educators’ professional development through collaborative partnership with pre-service teachers in supervised practicum

ABSTRACT This study explores the perspectives of 190 fourth-year pre-service EFL teachers across Türkiye on their definitions of ideal language teacher educators and the professional development of teacher educators based on their experiences during teaching practicum in university and practice school contexts. Data were collected through open-ended surveys and analysed qualitatively via coding (Saldana 2009) using content analysis (Patton 2015). The findings indicate that some pre-service teachers (PSTs) lack trust in their teacher educators at both schools and universities, particularly regarding the gap between theoretical knowledge and practical application during their practicum experience. Additionally, the findings suggest that language teacher educators’ professional development is enhanced by collaborating with PSTs. The results imply that language teacher educators should encourage self-reflection on their teaching practices, facilitate collaboration with PSTs, and prioritise the development of PSTs’ professional identity through partnerships with teacher educators.

Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments.

The conundrum of care in the construction of professional identity

The notion of 'professional' is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice that is more salient when working with infants and toddlers. This study investigates how a group of Australian early childhood preservice teachers presented themselves professionally on Instagram, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on social media, Instagram. The paper is guided by Foucault’s concepts of technologies of the self and self writing. The findings reveal two thematic narratives: 1) in the context of the kindergarten placement, the posts constitute a journey of continuous improvement against all odds. 2) In contrast, the infant placement experiences evoke a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context.