A Comparative Examination of Teacher Candidates’ Professional Practicum Experiences in Two Program Models
Keywords:
practicum, consecutive education programs, concurrent education programsAbstract
This paper reports on one aspect of a larger study, examining
the relationship between teacher candidates’ self-reports of knowledge
and confidence related to many key areas of professional practice.
Survey information was provided by concurrent and consecutive
bachelor of education students. Perceptions of professional gains
through the practicum were examined. Students who are studying
education through a concurrent program feel that they have acquired
significantly more professional background about teaching through
practicum experiences than students acquiring a comparable degree
though a consecutive route. As the practical applied knowledge that
students acquire through practicum experiences is essential for teacher
development, this finding is relevant, especially as each of these
programs is undergoing structural changes as a reflection of new
provincial directions about teacher education. The results of this study
demonstrate that the amount and placement over time of practicum
provided in a teacher’s pre-service program matters to the level of
professional expertise they feel that they have acquired overall.
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Copyright (c) 2015 Nancy Maynes, Anna-Liisa Mottonen, Glynn Sharpe, Tracey Curwen
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