School-based Practicum Research Articles

Reimagining trainee teacher practicum experiences in Turkish K-12 schools

The practicum is essential in forming a future cadre of K-12 teachers. This study explores experiences of two separate cohorts of students seeking qualified teacher status on teacher education programmes in three Turkish universities. The theoretical framework, using Langdon et al.’s (2012) 12 principles, connects delivery level concerns to systemic issues. Mixed methods gather trainee perceptions of practicum learning, mentoring and school support. School experiences were the least fulfilling; qualitative data evidence a variable picture in the provision of fit-for-purpose mentoring and school support. Findings argue for incentivising practicum delivery by linking macro-level providers - policy hubs, universities and schools - to school-based practicum needs.

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.

Exploration of secondary science prospective teachers’ development of PCK during a school-based practicum

Considering the amount of time prospective teachers spent in practicum during teacher education programs, it is important to understand how they develop their knowledge of teaching and learning in this setting and further inform how teacher educators can design adequate support. The objective of this study is to investigate a group of secondary prospective science teachers’ knowledge development as described by the pedagogical content knowledge (PCK) framework when they attended practicum associated with a block of teacher education courses. With qualitative approaches, we analyzed prospective teachers’ interviews to probe their learning experiences. Results show that prospective teachers’ development of PCK is idiosyncratic, and they implemented different strategies to learn in the practicum when they are in the same practicum classes. Implications of designing practicum experiences to support prospective teacher learning are discussed.

Constructing Teacher Identity: Pre-Service Teacher Resilience in School-based Practicum Experiences

<em>Constructing teacher identity is important for pre-service teachers, especially when taking part in teacher training practicums in school. Nonetheless, they faced many adversities, such as passive students, negative emotions, and anxiety. Therefore, pre-service teachers need to be aware of their capacity for resilience. This study aimed to discover the resilience factors pre-service teachers had in coping with the problems found in teacher training practicums in schools in constructing their teacher identity. A mixed-method study from questionnaires and semi-structured interviews was employed to gather quantitative and qualitative data. The participants reported that they faced hard times but displayed high resilient ability. It was influenced by their perseverance, ability to reflect, adaptive help-seeking, responses to the negative affect, and emotional regulation. The resilient ability supports the teacher identity construction after conducting a teaching practicum in school. Further research needs to consider the number of participants, gender, age, and the school levels where the teaching practicums are conducted to gain more perspectives on pre-service teachers’ resilience.</em>

중등학교 예비교사 학교현장실습 사례 연구

This study investigated the common difficulties and conflict factors experienced in educational practicum based on the actual cases of a total of 230 pre-service teachers, and confirmed what is necessary to prepare and proceed with the school-based practicum.<BR> The four-week on site training consists of observation practicum, teaching practicum, and practical work education. This paper focused on observation practicum and teaching practicum.<BR> The difficulties that prospective teachers experienced in field training were the preparation and progress of lessons, the establishment of relationships with school members, and the response to university and secondary school requirements.<BR> In order to overcome the three difficulties, prospective teachers must behave in a way that suit the secondary school environment. And they must also improve their specialized subject knowledge, lesson planning ability, and communication ability. During on-site training, prospective teachers must learn the know-how of in-service teachers, while observing the lessons of other teachers and apply it to their own lessons. In addition, prospective teachers should maintain good relationships with their students for effective lessons.<BR> Finally university education needs to expand simulated lessons, and it is necessary to create an environment where prospective teachers can concentrate on the educational practicum during the training period.

Online practicum and teacher efficacy: correlation, challenges, and lessons arising from Covid-19 pandemic

This study examined the influence of teaching practicum on preservice teachers’ sense of self-efficacy during the covid-19 pandemic. In particular, the study sort to establish if both online and school-based teaching practicums have the same influence on the preservice teachers self-efficacy. A questionnaire was used to collect data from 40 preservice teachers, 2 of them were also interviewed for further insight into the answers provided. It was found that the preservice teachers’ sense of self-efficacy was at best “average” during the pandemic time, with online-based practicum teachers showing a slightly stronger self-efficacy overall. However, school-based practicum teachers showed higher self-efficacy in classroom management and student engagement. The slight differences in efficacy levels were found not to be statistically significant to cause a difference in opinion between online teaching practicum and school-based teaching practicum. Possible reasons for general low levels of self-efficacy were discussed, and causes for slightly higher efficacy for online-based practicum also suggested.

Views of Pre-Service Mathematics Teachers and Mentor Teachers about School Practicum: A Model for Web 2.0 based Supervision

The current research was conducted to evaluate the views of mentor and pre-service teachers participating school-based practicum about the effectiveness of Web 2.0 based supervision. The implementation process with a pilot study in the research lasted two years. In the pilot study, the evaluation of school-based practicum was made within the meetings among the lecturer and preservice teacher at the faculty. It was found that there should be an environment independent of time and place to give feedback to preservice teachers during the practicum. In this context, four of the groups of pre-service teachers were randomly selected. A responsible lecturer and mentor teacher were assigned to each group. Google Classroom environment was created to offer pre-service teachers an opportunity to receive feedback from different stakeholders such as a lecturer-mentor-preservice teacher. During the school based practicum, preservice teachers recorded their teaching practice in class and shared their teaching videos in online environment. The data obtained from tools such as video recording of classroom practice, online discussion and interviews were evaluated in the qualitative analysis program. As a result, it was determined that school based practicum in the online environment has its weaknesses and strengths. It was discovered that preservice teachers and teachers have differing views as well as overlapping views. In light of all these views, suggestions regarding school based practicum were made for a model for Web 2.0 based supervision.

First experiences in a school-based practicum: Pre-service teachers’ emotion and perceived benefits towards the program

School-based practicum is an inseparable part of Indonesian teacher education. The aim of the present study is to explore initial experiences of pre-service English teachers (PSETs) on a school-based practicum program. Under a qualitative case study, four first-year PSETs of a private university in Yogyakarta, Indonesia were purposefully selected as the participants. Data were collected through semi-structured interview, the handbook of the program, and the PSETs’ reflective journals. The results suggested that the PSETs underwent positive emotion during the practicum. Factors contributing to the emotion and benefits the PSETs perceived were also reported. At last, implications on future implementation of school-based practicum were addressed. DOI: 10.26905/enjourme.v4i2.4228

School-Based Practicum: Exploring the Experiences of Student Clinicians, Supervisors, and New Employees

Purpose Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic coursework, the clinical practicum in a school setting, and practicum supervisors who serve as key figures in training graduate students. This survey focused on the experiences and opinions of three groups: (a) graduate student clinicians who have completed a school-based practicum, (b) supervisors in the schools, and (c) new school-based SLPs. Method Convenience sampling was used to survey newly practicing school-based SLPs and school-based supervisors as well as graduate student clinicians at universities in the mid-south who have completed a school-based practicum. Surveys were posted to two ASHA Special Interest Groups and disseminated by selected graduate program directors to graduate student clinicians. Results were analyzed to measure satisfaction with preparation for school-based service. Surveys were completed electronically and analyzed both qualitatively and quantitatively for consistent themes and trends in responses. Results A total of 252 respondents completed the survey, the majority being school-based supervisors. Graduate clinicians and speech-language pathology supervisors shared similar attitudes regarding graduate clinician preparation for a school-based practicum, with most students indicating they received good or extensive preparation and, similarly, supervisors indicating that graduate students were adequately or well prepared. Differences were found in expectations between groups of what graduate students should know, skills identified as needing better development, and what is important for successful practice in the schools. Conclusions Many factors contribute to the success of a clinical practicum. While students, supervisors, and new employees share beliefs in what is important and have similar confidence in preparedness, there are differences in expectations between groups as well. Communication between university training programs, school-based supervisors, and dedicated coursework to school-based practice are key factors in the successful preparation of school-based clinicians.

Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences

Purpose In this article, we describe a standards-driven, workforce-focused model of school practicum offered by an accredited graduate speech-language pathology program. Method To prepare more than 50% of the American Speech-Language-Hearing Association's membership for the school-based workforce, graduate students require real-life practicum experiences in the schools. Practicum experiences should be standards driven, anchored in the graduate curriculum, and paired with academic coursework to foster the growth of student clinicians' background knowledge prior to engagement in a school-based practicum. Results We outline the main content areas and minimum practice experiences that should be incorporated in a school-based practicum and provide suggestions for balancing the requirements across the graduate curriculum. Collaboration with school systems is essential for locating and maintaining high-quality placements. Conclusion School practicum experiences provide an important foundation for future school speech-language pathologists to enter the workforce with adequate preparation.

Behavioral Supervision of Behavioral Consultation: A Case Study and Future Directions

ABSTRACTThis case study examines behavioral supervision of behavioral consultation (BSBC) during a school-based practicum experience in one school psychology training program. Supervision implemented by three advanced doctoral trainees included performance feedback to increase supervisees’ understanding and implementation of behavioral consultation. Supervisors assessed supervisees’ adherence to consultation procedures, active listening, and encouragement through video review. Data indicated supervisees’ adherence to behavioral consultation improved over the course of the academic year, as did encouragement, although changes to active listening were variable. Results are considered in the context of a BSBC framework, including implementation challenges and implications for behavioral consultation training and practice.

Theorizing variation theory—a case of collaborative action research involving science teacher candidates

ABSTRACT Our collaborative action research addresses a challenge in initial teacher education pertaining to the lack of theoretical coherence between teacher candidates’ understandings of teaching and learning. The group comprised of three science teacher candidates (Authors 2 and 3) and a university faculty member (Author 1). Through a loosely adapted learning study approach, we embarked on the process of learning to apply a theoretical lens, i.e. variation theory, to frame lessons taught during the school-based practicum; we focused on the use of variation, which is a pedagogical strategy that is undertheorized in biology education. In this paper, we provided a description and reflection of the theory-framed lessons teacher candidates in our group taught. Data sources included lesson plans and materials, video recordings of lessons, reflections and teacher interviews that promoted further articulation of our experiences of the action research process. By comparing our employment of variation theory to frame lesson planning, classroom teaching and student learning, patterns of variation were reflected upon and theorized through the group process. This expanded our collective understandings about the application of variation theory to biology teaching. The paper thus demonstrates the theoretical work we engaged in as an ongoing and dialectical exploration of practice and theory.

Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs

ABSTRACTAction research methodology is commonly used in initial teacher education programmes as a pedagogical strategy to enhance student teacher learning. Action research is most often used in tandem with school-based practicum components in the latter stage of programmes as a means of bridging the theory-practice divide. It is also frequently used as a capstone assessment to assure prospective teacher capability for reflective inquiry. The study reported here focuses on the perspectives of teachers who were recent graduates of two initial English language teacher education programmes in Chile, who had undertaken action research projects as part of their degree programme. It also engaged the university-based supervisors who had overseen this work. These experiences are analysed in the context of the guiding epistemological and political foundations of action research. The outcomes of this research suggest that the use of action research in initial teacher education contexts may be more problematic than it is often assumed; particularly, where student teachers’ work is professionally isolated. From this, it is suggested that action research in initial teacher education needs to be conscious of potential constraints in school-based contexts, as these may act to limit the current and prospective impact of this learning experience.

How trainee physical education teachers in England write, use and evaluate lesson plans

Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING

Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

Exploration of Pre-service Teachers’ Beliefs in relation to Mathematics Teaching Activities in Classroom-based Setting

This paper has been conducted to determine future teachers’ mathematical beliefs and to explore the relationship between their mathematical beliefs and initial teaching practice in a classroom setting, in terms of how they design the content of teaching activities, they employed the style of teaching in mathematics, and they engaged with pupils. A collective case study approach was used for this study so as to concentrate on a belief and belief in action association with numerous examples. Pre-service teachers were observed using a variety of procedures to reveal qualitative data about their teaching practice during the school-based practicum, and were then requested to complete six open-ended questions form concerning mathematical beliefs. The analysis of data revealed considerable coherence among pre-service teachers’ beliefs in relation to teaching and learning of mathematics and consistent associations between their beliefs and their teaching practices in a classroom-based setting. Although pre-service teacher’ accounts emphasized the use of contemporary approaches in mathematics teaching to enhance and extend students’ learning of mathematics but they felt not enough confident to integrate these ideas into teaching mathematics effectively. In addition, some teachers who held a learner-based mathematical beliefs but were teaching mathematics in a classroom with traditional sense.

Practice Teachers� Possible Solutions to Students� Problems of Speaking during PPL in Junior High Schools

Program Pengalaman Lapangan (PPL) or School-based Practicum is one of the compulsory courses that must be taken by all English Language Education Study Program (ELESP) Sanata Dharma University students. PPL requires the students, who are called practice teachers, to do teachers job at school. As English practiceteachers, there is a possibility that they might face a lot of problems related to thecondition and situation in the school, either from the students side, teachers side,or other factors. This research focuses on junior high school students problems of speaking and the possible solutions to the problems based on the ELESP students experiences as English practice teachers. From the findings, it is expected that future practice teachers and English teachers can anticipate similar problems and apply the possible solutions when they work at schools.DOI: https://doi.org/10.24071/llt.2016.190102

Experiences of Caregivers and Students in an Elementary School–Based Mental Health Counseling Practicum Program

School-based mental health counseling practicum programs are a potential solution to address the increasing social-emotional needs of underserved children and families. At present, little is known about how these school-based counseling practicum programs are experienced by elementary school students and their caregivers. Adopting a psychological phenomenological approach, the researchers examined the experiences of students (n = 6) and their caregivers (n = 6) receiving mental health counseling services in a Title I elementary school. The authors discuss the generated themes and implications.

Practice Teachers’ Possible Solutions to Students’ Problems of Speaking during PPL in Junior High Schools

Program Pengalaman Lapangan (PPL) or School-based Practicum is one of the compulsory courses that must be taken by all English Language Education Study Program (ELESP) Sanata Dharma University students. PPL requires the students, who are called practice teachers, to do teachers’ job at school. As English practice teachers, there is a possibility that they might face a lot of problems related to the condition and situation in the school, either from the students’ side, teachers’ side, or other factors. This research focuses on junior high school students’ problems of speaking and the possible solutions to the problems based on the ELESP students’ experiences as English practice teachers. From the findings, it is expected that future practice teachers and English teachers can anticipate similar problems and apply the possible solutions when they work at schools. DOI: https://doi.org/10.24071/llt.2016.190102

Scrutinizing Practicum for a More Powerful Teacher Education: A Longitudinal Study with Pre-service Teachers

While the undisputed goal of student achievement pursuant to the field of education In a world where education matters more than it ever has before, ... (Darling- Hammond, 2006, p. 4) exists, there is also growing empirical evidence that the quality of teacher preparation and certification plays a determining role in attaining this goal (Darling-Hammond, 2000a, 2000b, 2006; Yildirim, 2013). As a result, the field of teacher education faces the problem of explaining how teachers learn to teach, which the related literature has argued to be possible through reflection (Richards, 2008). Reflection as a practice is a highly valued component of pre-service teacher training (Akcan, 2010; Betil-Eroz, 2013; Hamiloglu, 2014; Seferoglu, 2006) as it stimulates the growth and development of teachers as professionals (Loughran, 2002).School-based practicum, another important aspect acknowledged to be highly influential in the initial education of teachers (Hascher, Cocard, & Moser, 2004), lies at the heart of pre-service teachers' knowledge construction and professional development (Tang, 2004), and growing consensus exists on the necessity of a reflective practice for pre-service teachers in practicum settings. With the help of observing real teaching/learning contexts and carrying out tasks under the supervision of university lecturers and cooperating teachers, pre-service teachers can develop their own teaching knowledge and skills and reflect on their beliefs (Tarman, 2012); this supports their cognitive learning and development (Cheng, Cheng, & Tang, 2010). Practicum is recognized as a learning arena where pre-service teachers maximize their opportunity to bridge theory with practice.Regarding the importance of reflection incorporated into practicum during preservice teachers' professional development, Hamiloglu (2013) aimed to investigate whether pre-service teachers' professional identities during their practicum were influenced more effectively when they could reflect. Data was collected through reflective journals, interviews, and stimulated recall sessions. The results showed that participants had become more aware of the transformation of their emerging identities from being imagined to practice. She interpreted this finding to suggest that practicum plays a prominent role as long as it has a critical reflective nature.Prior to practicum, pre-service teachers also have a chance to gain some practical experience through microteaching simulations during their university courses. Microteaching, which dates back to the 60s, has been criticized for concealing the characteristics of the technicist view of teaching in its nature since learning to teach is conceptualized as acquiring, practicing, and reinforcing a discrete set of behaviors. However, it is important to note that it is particularly valued by pre-service teachers (Farrell, 2008; Seferoglu, 2006) in terms of the positive impact it is argued to have on growth in the teaching profession. After rejecting the technicist view of teaching, microteaching simulations retained a position in teacher education by undergoing some modifications that provided room for systematic reflection to be incorporated into microteaching (Johnson & Arshavskaya, 2011). The practices that accompany self-examination have made it especially feasible in larger contexts which include social and institutional agents (Farrell, 2008).One powerful tool that has been used to facilitate reflection in pre-teacher education is video recording (LeFevre, 2004). This enables pre-service teachers to capture the complex nature of the teaching practice that occurs in a classroom. Furthermore, it allows a number of different possibilities, such as performing detailed analyses of one's own teaching practices for professional development, catching things that might not have been noticed from the first viewing, and having increased self-awareness. The use of video within pre-service teacher education has been incorporated into the practicum lessons delivered at cooperative schools (Akcan, 2010; Kuter, Altinay Gazi, & Altinay Aksal, 2012; Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008; Siry & Martin, 2014) and some micro-lessons delivered at university-based methodology courses (Savas, 2012). …