Teacher training and learning to teach: an analysis of tasks in the practicum

ABSTRACT

The practicum is an essential component of teacher training plans and a key element the process of learning to teach. Various documents, guides and protocols have defined the aims of this training phase and the functions of those involved: supervisors, tutors and students. To identify the tasks student teachers perform during the practicum, a quantitative study was designed using a questionnaire completed by 248 students in their final year of teacher training. The results show that the student teachers did not have the chance to tackle the broad range of teaching tasks, limiting their view of teaching and reducing their training potential. It is necessary to clearly establish the obligations of institutions who collaborate in the practicum, defining participants’ roles and ensuring that this experience encourages appropriate learning.

KEYWORDS:

• Practicum
• teacher education
• student teaching
• teacher learning
• practicum tasks

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Eduardo-José Fuentes-Abeledo

Eduardo-José Fuentes-Abeledo. Ph.D. is a professor and researcher at the Faculty of Educational Sciences, University of Santiago de Compostela (Spain). His research interests are focused on teacher training, childhood education, practicums and educational innovation.

Mercedes González-Sanmamed

Mercedes González-Sanmamed, Ph.D., is a full professor and researcher at the Faculty of Educational Sciences, University of A Coruña (UDC), Spain. Her research interests are focused on teacher training, the integration of ICT into Education, and innovation and educational improvement.

Pablo-César Muñoz-Carril

Pablo-César Muñoz-Carril holds a Ph.D. in Psychopedagogy. He is a professor and researcher in Didactics and School Organisation at the University of Santiago de Compostela and teaches at the Faculty of Teacher Training.

Emilio-Joaquín Veiga-Rio

Emilio-Joaquín Veiga-Rio is the director of the A Coruña Teacher Resource and Training Centre. His research focuses on teacher training, educational innovation, practicums, and education direction and management. He currently presides over the editorial board of the journal DyLE (Dirección y Liderazgo Educativo [Educational Leadership and Direction]) and is president of the European Forum of Educational Administrators in Spain.