When is a Reorganization of Practicum in Initial Teacher Education Implemented? Administrator Perspectives
Keywords:
initial teacher education, practicum organization, implementation, administrators.
Abstract
Practice in Initial Teacher Education is an ongoing discussion with proponents for a mainly university-based ITE and a mainly school-based ITE. Another focus of discussion in constant change is how to organize practicums (i.e., student teaching). A national initiative was taken in Sweden during 2014 aiming to increase quality of practicums. The changes include fewer schools, increased expectation of competence development for mentors, and closer cooperation between practice schools and university concerning development. The aim of this article is to increase knowledge about implementation of the change in the organization of practicums. The data collection consists of responses from administrators working with the reorganization regarding a suggested timeline, a logic model and a SWOT analysis. The results revealed that a static conception of implementation can be disputed as there is a turnover of schools and thereby mentors. The quality issue is also a matter of continued exploration such as in how the change affects the balance between skills in how to teach and the knowledge and skills needed for reflection and critical discussion.
Downloads
How to Cite
References
Venera-Mihaela Cojocariu, Iulia Lazar, Valentin Nedeff, Gabriel Lazar (2014) SWOT Anlysis of E-learning Educational Services from the Perspective of their Beneficiaries. 116. https://doi.org/10.1016/j.sbspro.2014.01.510
Linda Darling-Hammond, Marcella Bullmaster, Velma Cobb (1995) Rethinking Teacher Leadership Through Professional Development Schools. 96(1), 87-106. https://doi.org/10.1086/461816
L. Darling-Hammond (1999) The Case for University-based Teacher Education. 8-24.
Eyvind Elstad (2010) University‐based teacher education in the field of tension between the academic world and practical experience in school: a Norwegian case. 33(4), 361-374. https://doi.org/10.1080/02619768.2010.504948
Sarah Fielden, Melanie Rusch, Mambo Masinda, Jim Sands, Jim Frankish, Brian Evoy (2007) Key considerations for logic model development in research partnerships: A Canadian case study. 30(2), 115-124. https://doi.org/10.1016/j.evalprogplan.2007.01.002
G. Hilton, M. Assunção Flores, L. Niklasson (2013) Teacher quality, professionalism and professional development: findings from a European project.
R. Holliday (2014) Using logic model mapping to evaluate program fidelity. 42, 8. https://doi.org/10.1080/13664530.2013.800-743
Romita Iucu, Magdalena Platis (2012) Management of the Professional Practical Training - Strengths and Weaknesses. 46, 4226-4229. https://doi.org/10.1016/j.sbspro.2012.06.231
David Lynch, Richard Smith (2012) Teacher Education Partnerships: An Australian Research-Based Perspective. 37(11), 10. https://doi.org/10.14221/ajte.2012v37n11.7
Anne Moran, Lesley Abbott, Linda Clarke (2009) Re-conceptualizing partnerships across the teacher education continuum. 25(7), 951-958. https://doi.org/10.1016/j.tate.2009.03.018
Mälardalens högskola (2014) Ansökan om deltagande i försöksverksamhet med övningsskolor och övningsförskolor [Application for participation in a trial with practice schools and practice preschools].
L. Niklasson (2011) Teacher education in Sweden: The organization of today and some challenges for tomorrow. In Malena Zuljan Valencic, & Janez Vogrinc (Eds.) European dimensions of teacher education: Similarities and differences. Ljubljana: Faculty of Education, University of Ljubljana. 97-114.
L. Niklasson (2014) Funções e contextos da formação inicial de professores: o desenvolvimento do profissionalismo [Roles and settings in the Initial Teacher Education concerning the development of professionalism. 81-104.
L. Niklasson (2015) Re-organizaion of Practicum in Initial Teacher Education: a Search for Challenges in Implmentation by Ex-Ante Evaluation. 04(34), 34-46.
Brenda Poon, Jannie Leung, Amber Louie, Celina Dios (2013) The Key Functions of Collaborative Logic Modelling: Insights from the British Columbia Early Childhood Dental Programs. 27(2), 87-102. https://doi.org/10.3138/cjpe.27.005
(2009) Bäst i klassen - en ny lärarutbildning [Best in class - a new teacher education].
J. Reid (2011) A practice turn for teacher education?. 39, 293-301.
(2014) Förordning om försöksverksamhet med övningsskolor och övningsförskolor inom lärar- och förskollärarutbildningar [Ordinance about trial with practice schools and practice preschools within teacher and preschool teacher education].
(2010) Skollag [Education Act].
(1998) Läroplan för förskolan [Curriculum for the preschool].
(2010) Läroplan för grundskolan, förskoleklassen och fritidshemmet [Curriculum for the compulsory school, preschool class and after school centre].
(2011) Läroplan för gymnasieskolan [Curriculum for the upper secondary school].
(2008) En hållbar lärarutbildning. Betänkande från Utredningen om ny lärarutbildning. [A sustainable teacher education. Report from The Inquiry on a new teacher education program].
Utbildningsdepartementet (2014) En försöks- verksamhet med övningsskolor och övningsförs- kolor [A trial with practice schools and practice preschools].
Peter Van der Knaap (2011) Sense and complexity: Initiatives in responsive performance audits. 17(4), 351-363. https://doi.org/10.1177/1356389011423551
Vetenskapsrådet (2011) Good research practice.
M. Vick (2006) "It's a Difficult Matter"1: Historical perspectives on the enduring problem of the practicum in teacher preparation. 34, 181-198.
Published
2015-11-24
Issue
Section
License
Copyright (c) 2015 Authors and Global Journals Private Limited
This work is licensed under a Creative Commons Attribution 4.0 International License.