Practicum Experience Research Articles

Surviving uncertainty: the impact of COVID-19 policies on the teaching practicum in Turkey

ABSTRACT The pandemic outbreak has yielded tremendous uncertainty in educational procedures worldwide, with teaching practicum among the most challenged areas. The internal actors in practicum (supervisors, mentor teachers, and pre-service teachers) had to go through an unprecedented process. In this respect, this study aims to scrutinise the experiences of teacher educators and pre-service teachers to unearth the influence of educational policies on COVID-dominated practicum, based on the data from nine universities in seven different regions across Turkey. Data obtained via interviews with teacher educators (9 supervisors and 11 mentors) and qualitative surveys with 35 pre-service teachers were analysed from an exploratory lens. The results indicate that educational policies during the pandemic and lack of a standard policy negatively influenced practicum experience and teacher learning. We suggest that professional flexibility and adaptive expertise are of utmost importance for teacher education, as a discipline both susceptible and responsive to radical changes in society.

A Case Study of the Impacts of Teaching Practicum on the Self-Efficacy among Pre-service English Teachers

Teachers’ self-efficacy refers to the subjective evaluation and cognition of teachers on whether they can successfully achieve their teaching aims in specific teaching situations, including effectively complete teaching tasks, and promote the improvement of students’ learning compacity as well as their adherence to teaching beliefs. Teachers with elevated sense of self-efficacy are more likely to be conscientious about their students’ education. Teaching practicum is a crucial part of pre-service English teacher education, which is also deemed to be helpful in improving pre-service teachers’ eligibility to be qualified teachers. For pre-service English teachers, their teaching practicum experience is very vital to form and impact their self-efficacy. The past studies mainly focused on the effects of in-service teachers’ self-efficacy on language levels and teaching ability, this study takes pre-service English teachers as the research participants, through the ways of questionnaire and interview to collect the data and tries to figure out how to improve pre-service English teachers’ self-efficacy during the teaching practicum.

An infant-toddler field experience in resistance to settler colonialism in teacher preparation: perspectives and practices of teachers and teacher candidates

ABSTRACT The separation of young children from their families for most of their awake hours, and the specific segregation of children by discrete chronological age through classrooms and grade levels, is a relatively new phenomenon in the history of human society. Such settler colonial constructs continue to influence early learning design, policy and practice. We suggest that to prepare early childhood educators committed to bringing about just and sustainable futures, early childhood teacher preparation programs must begin to make visible and interrupt the notion of age segregation, support understandings of very young children as complete individuals and foster teacher preparation grounded in holistic, familial, and relational development. In considering how early childhood teacher preparation programs can prepare educators to serve children and families across their lifespan, we share perspectives of teacher candidates and recent graduates regarding how an infant/toddler practicum experience impacted and held relevance to their PK-3 teaching practice

중등 예비수학교사가 경험한 학교현장실습에서의 원격수업에 대한 내러티브 탐구

Objectives This study explores te experience of distance learning in practicum of seoncdary pre-service mathmatics teachers. The future of distance learning and the system for the effective practicum within and without the school field were discussed.
 Methods Three of fourth-grade students of the mathematics education department attending a local university were selected as research participants, and data collection and interviews were conducted. Data were collected for two months from October 2021, and interviews were conducted either directly with the research participants or using Zoom.
 Results The distance learning experienced by the secondary pre-mathematics teacher was insignificant, and the secondary pre-service mathematics teachers experienced difficulties due to the lack of interactive communication with students in distance learning at school, unskilled time arrangement and document implementation, and the gap of class participation among students. In addition, it was found that the practicum serves as an opportunity for secondary school pre-service mathematics teachers to improve the difficulties and problems they experienced.
 Conclusions Based on these findings, it was discussed that the advantages of distance learning should be maximized in the school field and the up-coming system of practicum, the gap of the quality of experience in practicum caused by differences between practical schools should be minimized, and the ability of pre-service mathematics teachers using technology in class should be improved.

Lessening the Impact of Opioid Misuse at a Federally Qualified Health Center in New York: Outcomes of an Integrated Workforce Training Program.

The COVID-19 pandemic has placed an unprecedented burden on patients, health care providers, and communities and has been particularly challenging for medically underserved populations impacted by the social determinants of health, as well as people with co-occurring mental health and substance use risks. This case study examines outcomes and lessons learned from a multisite low-threshold medication-assisted treatment (MAT) program at a federally qualified health center in partnership with a large suburban public university in New York to integrate and train Health Resources & Services Administration Behavioral Health Workforce Education and Training-funded graduate student trainees in social work and nursing in screening, brief intervention, and referral to treatment and patient care coordination, including social determinants of health and medical and behavioral comorbidities. The MAT program for the treatment of opioid use disorder has a low threshold for entry that is accessible and affordable, reduces barriers to care, and uses a harm reduction approach. Outcome data showed an average 70% retention rate in the MAT program and reductions in substance use. And, while more than 73% of patients reported being somewhat or definitely impacted by the pandemic, most patients endorsed the effectiveness of telemedicine and telebehavioral health, such that 86% indicated the pandemic did not affect the quality of their health care. The main implementation lessons learned were the importance of increasing the capacity of primary care and health care centers to deliver integrated care, using cross-disciplinary practicum experiences to enhance trainee competencies, and addressing the social determinants of health among populations with social vulnerabilities and chronic medical conditions.

은유 분석을 통한 예비 유아 교사의 영아 관찰에 대한 인식과 어려움

Objectives The current study aims to examine the perceptions and difficulties of early childhood pre-service teachers regarding infant and toddler observation through the method of metaphor analysis.
 Methods One hundred nineteen pre-service teachers who had different academic and practical experiences (freshmen vs. juniors) participated in this study. Freshmen have not had an official chance to observe young children and have not taken the course related to child observation yet, while as juniors have experienced official child observation through their previous practicum and already have taken or are taking the course related to child observation. An open-ended survey questionnaire that requests the participant’s metaphor and their own reasons, and specific difficulties regarding infant and toddler observation was distributed. Data was analyzed in four steps, which include labeling -clarification and elimination -categorization -agreement processes.
 Results Respondents’ metaphor was characterized into three categories:  a key of supporting young children and their play,  a required responsibility as a teacher, and  a portfolio as a collection of child characteristics. Regarding the difficulties of infant and toddler observation, the majority of pre-service teachers concerned (other) children’s safety while focusing on one child for observation and errors of observation such as lack of objectivity or misinterpretation.
 Conclusions The study finding can contribute to curricula development and practicum experiences by reflecting pre-service teachers’ perceptions, priorities, and concerns regarding child observation.

Teaching in Diverse Lower and Upper Secondary Schools in Norway: The Missing Links in Student Teachers’ Experiences

Teacher education programs must be able to prepare student teachers to work effectively with heterogeneous groups of students in ways that support the learning of all students and affirm their identities within growing neoliberal and neoconservative discourses. In Norway, classroom composition has also become more diverse, primarily due to a higher number of students of a transnational background. This paper explores student teachers’ experiences of preparation for the changing nature of the teaching profession that is informed by increased student diversity. A case study with four student teachers from a teacher education program at a Norwegian institution of higher education is employed to gain rich insight into the students’ perceptions and experiences. The findings illustrate a need for better preparation on the part of the program in relation to teaching content and methods, the practicum experience, and intercultural training from a pedagogical perspective.

Promoting reflective practice in an infant and early childhood training program.

Reflective practices provide a supportive base through which preservice infant and early childhood teachers and allied professionals can achieve knowledge, skills, and professional dispositions to support young children and their families. This paper is a program description that describes the rationale for infusing reflective practices into the learning goals for preservice early childhood training, highlighting the specific reflection skills from the Infant and Early Childhood Mental Health Competency Guidelines. We describe how one university early childhood training program promotes student reflection skills referencing three distinct perspectives: (1) why reflection is essential to developing knowledge and skills; (2) the role group reflection plays in sustaining deep knowledge and skill development for students and faculty; (3) how faculty promote students' awareness of the connection between personal experience and professional dispositions through reflection during practicum experiences. The benefits and challenges of embedding reflective practices in preservice early childhood training are also discussed.

The Impact of Experiential Learning on Professional Identity: Comparing Community Service-Learning to Traditional Practica Pedagogy

Community service-learning (CSL) has been referred to as a “pedagogy for citizenship,” as it enhances ethical behavior and social responsibility among student participants. It represents a pedagogical and philosophical approach that promotes experiential learning by incorporating intentional course-based lessons with service in the community. Despite the numerous studies outlining the benefits of CSL initiatives, there is a dearth of research on how CSL courses can impact students already in the “helping professions.” More specifically, there is very little research on the benefits of CSL in social work field education courses. For this study, the researchers found that developing a CSL practicum led to a substantive shift in professional understanding for the students who participated in a CSL learning opportunity. Although the traditional and CSL groups began their practicum experiences believing the primary role of a social worker was to build and maintain healthy relationships with service users, the CSL group saw their primary role switch from a “micro practice” to a “macro practice” worker. CSL offers social work education additional unique opportunities to support the development of student's social work core values, knowledge, and skills.

School-based practicum and pre-service teachers' self-efficacy: Impact and challenges

This study aimed to investigate the effect of school-based practicum experience on the self-efficacy of pre-service teachers (PTs) enrolled in Teacher Education Professional Diploma (TEPD) in Jordanian universities. The study followed mixed methods research. In the quantitative part, an online questionnaire was administered to 134 pre-service teachers (PTs) at the outset of the practicum program. Then it was re-administered to the same sample after completing the practicum. In the qualitative part, semi-structured interviews were conducted after the practicum program to investigate the skills acquired by PTs during the school practicum and to identify the challenges, they faced during the school practicum experience. In the qualitative part, a total of 18 students voluntarily participated in the interviews. Results showed that the school-based practicum experience had a statistically significant effect on the overall mean scores of the PTs' self-efficacy in the pre-and post-applications and each study area (instructional strategies, classroom management, and student engagement). Furthermore, PTs reported several challenges during the school practicum, including the role of the academic supervisor, the cooperating school, the cooperating teacher, the nature of the TEPD program, and dealing with students.

Professional identity development of English teachers: A data‐driven model

AbstractThe present study aimed to explore the professional identity development of English teachers through the lens of the Possible Selves Theory, focusing on the experiences of three distinct groups of educators. An explanatory sequential mixed‐method research design was employed using 194 student, novice and experienced English teachers working or studying at various state schools in Turkey. The findings suggested that teacher groups held similar perceptions of their ideals and fears and there was not a significant difference among student, novice and experienced English teacher groups in terms of their possible selves. Additionally, the results revealed that the participants placed a significant emphasis on factors such as professional development, language proficiency, professional competence, personal attributes and recognition in relation to their ideal language teacher selves. The major fears related to their professional identity included language incompetence, inadequate professional development, undesirable personal attributes, undesired professional tendencies and a lack of recognition. The participants also noted various external and internal factors that influenced their possible selves. Based on the findings, a data‐driven model on English as a Foreign Language (EFL) Teacher Professional Identity Development (TPID) is proposed to contribute to the existing literature in the field. Context and ImplicationsRationale for this studyKnowing about teachers' current thoughts and their expectations and fears for the future can aid in understanding their identities and potentially transform their future selves, thereby improving the formation of their professional identity.Why the new findings matterThe findings of this study are significant as they add to the existing literature on English teachers' professional identity development using the Possible Selves Theory. This framework allows for an examination of teachers' expectations and fears, providing a comprehensive understanding of their professional selves and how these perceptions influence their future actions and goals. This knowledge is critical for designing teacher training programmes and professional development initiatives that support teachers' ongoing professional growth.ImplicationsIt is recommended to give increased attention and emphasis to the practical component of student teacher education, specifically the practicum experience, in the curriculum. Opportunities for interaction and collaboration among trainees, mentors and teacher educators should also be provided to enhance the effectiveness of the practicum. Furthermore, to address the concerns of EFL student, novice and experienced teachers about losing their enthusiasm for teaching in the future, comprehensive support mechanisms should be put in place through in‐service training and counselling services. Lastly, the Ministry of National Education could establish online and in‐person platforms to facilitate interaction and collaboration among teachers.

English Major Undergraduates’ Unsatisfactory Practicum Experience: A Case Study in Vietnam

Practicum is an excellent chance for university students to apply their knowledge in a real-world professional setting. Unlike other majors, Vietnamese English major students are generally not trained to work in a particular area. Therefore, the causes of their unsatisfactory experiences during practicum are different from those of students with other majors. This current study was designed with a mixed-methods approach to enlist the causes of English-majored students’ unsatisfactory experiences during their practicum. Two hundred twenty-two interns majoring in English studies/linguistics responded to an open-ended question. The results showed that students’ low self-efficacy and short internship duration were the two leading causes of unsatisfactory experiences during the practicum. Based on the qualitative data analyses, the students were found struggling to complete their assigned tasks as well as expected. Additionally, the short duration prevented them from gaining more professional experience. As a result, some implications for improving the program’s quality are discussed in this paper.

Exploring the cognitive apprenticeship approach in teacher education: a case study of an early childhood practicum experience

ABSTRACT High quality field or practicum experiences are important for preparing preservice teachers for the profession. Studies suggest preservice teachers rate their practicum experiences more favourably when their cooperating teachers mentor them using apprenticeship-type practices. There is scant research on how such an approach is used in early childhood practicum settings. Using a case study design, the researcher investigated how the teaching methods of the cognitive apprenticeship (CA) could be used to support a year-long early childhood practicum. Twenty junior year practicum students and two cooperating teachers participated in the study. Data were collected from interviews, focus groups, and observations. Findings indicate the methods of the CA approach supported teaching and learning at the practicum site because of intentional support for shared practice among participants, gradual release of support from cooperating teachers, and because the practicum was nested in a community where relationships and collaboration were prioritized.

My Self-Perspective as Future English Language Teacher Analysis of the Predictive Power of Mentoring Process

The preparation of English language teachers to become beacons of global competitiveness necessitates teacher education institutions in the world to put emphasis on the mentoring process. The goal of this research was to assess the average degree of self-efficacy among English language preservice teachers and the variables that influence it. Over the course of the study, 150 third- and fourth-year English language student teachers (N=80/70; 90% females) were asked to fill out a self-report questionnaire about their perspectives and attitudes on the teaching profession. This information was gathered using the Mentoring for Effective Primary Teaching instrument and the Teachers' Sense of Efficacy Scale. Findings suggest that English language student teachers who have a mentor during their practicum experience are more likely to become effective English language educators. It was determined that there was a statistically significant correlation between the two variables. According to the findings, students had a much more positive view of their own teaching abilities in the fourth year compared to the third. The findings of this research suggest that the average level of confidence among English language preservice teachers varies considerably depending on whether or not one or both of their parents are also teachers. Multiple regression analysis shows that aspects of mentor teachers' teaching styles are the most reliable predictor of student teachers' evaluations of their own teaching abilities.

Exploring Preservice Teachers’ Experiences of Implementing Culturally Responsive Teaching in the ESL Classrooms

Teaching that is culturally responsive (CRT) goes well beyond mentioning students' native cultures or using examples of traditions and customs. This strategy might make students feel included, but it falls short of adding the required rigour to our teaching methods. Although the number of ESL students has increased, teacher preparation programmes sometimes are deprived of preparing incoming teachers to work with a variety of students. The researchers used qualitative methods to investigate how preservice English teachers perceived and engaged with instructional pedagogies that were intended to support their learning and apply to their current practicum experiences and teaching careers in this case study, which was specifically created to improve a pedagogical course on English language development. Data were gathered by observations and interviewing techniques, and they were then inductively examined. According to the results, preservice teachers were most interested in the course material when they were directly related to their prior teaching experiences, and they were least interested when those links were not made clear.

A Scaffolded Simulation Curriculum: Translating Simulation with Standardized Patient Encounters into Clinical Practice for Nurse Practitioner Students

BackgroundMore high-quality research is needed to connect learning in simulation to clinical practice experiences of advanced practice registered nurse (APRN) students. The purpose of this study was to evaluate students’ perceptions of simulation and explore qualitative reflections about the role of simulation in preparing them for clinical practicum experiences. MethodsIn this longitudinal, mixed methods study, a series of six, scaffolded simulation experiences were implemented in an APRN curriculum. Focus groups were conducted with a convenience sample of 23 nurse practitioner students. ResultsThree key, interconnected themes emerged from the focus groups: authenticity, confidence, and harmonization. Quantitative data demonstrated that simulation was effective in promoting clinical decision-making skills. ConclusionsThe findings of this study support the use of scaffolded simulation experiences in nurse practitioner education. The participants valued the knowledge, skills, and confidence gained through the simulation experiences that included a standardized patient, multi-modal feedback, and a debriefing process. Students’ knowledge and behaviors learned through simulation experiences were transferred into their clinical practice.

놀이중심 보육과정에서 나타난 보육실습 지도교사의 경험 탐색

놀이중심 보육과정에서 나타난 보육실습 지도교사의 경험 탐색

Practicum structures and nursing student retention/achievement rates in a United Kingdom university: a quantitative analysis

This study sought to examine whether the consistent application of a specific placement design to student practice learning experiences within two pre-registration nursing degree programmes offered by a university in the United Kingdom (UK) affected retention and achievement levels. The quantitative analysis involved a sample of 460 employer-sponsored undergraduates, all of whom worked as non-registrant carers, within two cohorts of a part-time adult (physical) or mental health nursing degree programme, both of four years duration, offered by a large academic institution with a presence in all four UK nations. Cross-tabulation and multinomial logistic regression analyses found no statistically significant relationship between exclusive student exposure to either block or integrated practicum experiences in respect of programme withdrawal rates or the degree classification achieved by such learners.

Practicum experience: the role of practicum demands and resources in first and second career preservice teachers

ABSTRACT Toalleviate teacher shortages, many countries are investing in professionals fromother fields to become teachers. As second career (preservice) teachers (SCT)are thought to bring additional resources into the teaching profession, it isimportant gain insights into whether and how these resources are impactingtheir learning experiences and professional development. Therefore, using theJob Demands-Resources (JD-R) framework, this study examined practicum outputamong first career preservice teachers (FCT) and SCT. Questionnaire data from396 students (143 SCT) were analysed via path analyses with multi-groupcomparisons. The two groups differed significantly regarding self-efficacybeliefs as a resource, as well as the impact of job demands and resources onpracticum output. FCT were more likely to feel discouraged by practicum demands.These findings indicate that practicum studies need to be tailored to differentstudent groups.

Online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context

This case study aimed to reveal the reflections of pre-service English teachers on online teaching practicum procedures during the COVID-19 pandemic in Turkish EFL context. There were 20 participants, and the data were gathered through an online interview form. The interview items focused on course requirements, observation tasks, mentor-supervisor feedback, and benefits and challenges of online teaching procedures. The gathered data were subjected to summative content analysis and the results indicated that although the participants mentioned various professional gains, the challenges of online teaching practicum experiences outweighed its benefits. In light of the findings, it can be claimed that relevant stakeholders can be offered training about online teaching practices, and the existing infrastructure can be improved in the form of hybrid settings in order to facilitate transition to online educational platforms and to improve university-school collaboration in the future.