Key elements in a positive practicum: insights from Australian post-primary pre-service teachers

Abstract

This paper investigates key elements in a positive practicum, from the perspective of post-primary pre-service teachers in Victoria, Australia. Four key issues emerged: the emotional and professional support given by the supervising teacher, the freedom for pre-service teachers to develop their own teaching style, the provision of specific and constructive feedback, and the approach to assessment. These findings offer possible lessons for the Republic of Ireland context, where pre-service teachers are normally supervised by university faculty. The paper aims to stimulate debate on the practicum, and in particular on the roles of the school-based teacher and the university representative.

Keywords:

• teacher education
• practicum
• supervisor
• feedback
• assessment

Acknowledgements

The author wishes to acknowledge the contribution of faculty, staff and pre-service teachers at the Faculty of Education, Monash University, Melbourne. Particular thanks are due to the pre-service teachers interviewed and to Professor Deborah Corrigan who acted as mentor during this visit.

Notes

1. The term ‘supervising teacher’ is the one used within the institution studied. Keogh, Dole and Hudson (2006) and Walkington (2004) maintain that the use of the word ‘supervising’ presupposes a master–apprentice model. In the author's own institution, the term cooperating teacher is used; elsewhere these teachers are known as school associates, school-advisors, practicum supervisors or sponsor teachers (Clarke 2001). Within the context of induction of newly qualified teachers, the term ‘mentor’ is the one generally used (Corrigan 2007).

2. The term ‘pre-service teacher’ is the one used within the institution studied. In the author's own institution the term ‘student teacher’ is used. Zeegers and Smith (2003, p 3), maintain that the term ‘pre-service teacher’ positions the students as ‘emerging professionals’ rather than as students.

3. An examination of articles in Irish Educational Studies since its inception in 1981 reveals the existence of one article focusing entirely on the school-based practicum (Uí Chatháin 1986). Two further articles on teacher education (Burke 1997; Coolahan 2001) each include a section on the practicum. An online search of titles in the index to Oideas reveals one instance (Breatnach 2006) with a direct reference in the title to the practicum element of teacher education.

4. Supervising teachers are paid A$12.45 (approximately €7.50) per day for the supervision of one subject area with a pre-service teacher. This includes the writing of evaluation reports in relation to the writing of written evaluations. In some private schools, by agreement, this money goes directly to the school rather than to the individual teacher.

5. In the RoI, one post-primary teacher education provider requires that the supervising teacher be present at all lessons taught by its students. Some schools also make this a requirement (Gleeson 2004).