Session Information
10 SES 14 A, A Practicum Turn in Teacher Education
Symposium
Contribution
This symposium is part of the international Pedagogy, Education and Praxis collaboration (PEP). We continue the research reported in the first four edited volumes of the book series Pedagogy, Education and Praxis (Kemmis & Smith, 2008; Ax & Ponte, 2008; Rönnerman et al, 2008; Mattsson et al, 2008). The book Examining Praxis (Mattsson et al, 2008) focuses on the degree project in teacher education. The small thesis as a form for final examination gives priority to knowledge that may be represented by text reported in an academic genre. Priority is given to episteme. The new book, A Practicum Turn in Teacher Education, (in progress) focuses on the kind of knowledge that is formed during practicum: What is professional practice knowledge? What do preservice teachers learn during practicum? What characterize the practice architectures that enable or constrain practices among participants involved in practicum? Priority is given to phronesis (Aristotle, 2004). The projects presented here are supported by the researchers’ hosting university and, to some extent, funded by the Swedish Council for Working Live and Social Research. Our symposium consists of five papers.
(1) Matts Mattsson, Sweden: A framework for understanding and researching practicum.The author explores practicum and models for practicum.
(2) Doreen Rorrison, Australia: Practicum Research from the boarderlands.The author analyses learning experiences offered during practicum to preservice teachers in Australia, Sweden and Canada. Here are arguments for a practicum turn.
(3) Tor Vidar Eilertsen, Eli M Furu, Karin Rørnes, Norway: Learning beyond the traditional: Student teachers as partners in school development. The authors analyse a model for student participation in a research and development project conducted in Norway.
(4) Lotte Hedegaard, Susan Tetler, Denmark: Situated professionalism and practicum in teacher education. The authors discuss a practicum turn in Danish teacher education within the main subject ‘Special Educational theory’.
(5) Sirkku Männikkö-Barbutiu, Sweden, Doreen Rorrison, Australia: Memorable Encounters – Learning Narratives From Preservice Teachers’ Practicum. The authors explore practicum learning from preservice teacher perspective in Australia, China and Sweden.
References
Aristotle. (2004). The Nicomachean ethics (A. K. Thomson & H. Tredennick, Trans.). London: Penguin Classics.
Ax, J., & Ponte, P. (Eds.). (2008). Critiquing praxis: Conceptual and empirical trends in the teaching profession. Rotterdam: SensePublishers.
Bourdieu, P. (1999). Praktiskt förnuft. Bidrag till en handlingsteori. Uddevalla: Daidalos. [Bourdieu, P. (1998). Practical reason: On the theory of action. Oxford: Polity].
Kemmis S., Smith T. J. (Eds.), Enabling praxis: Challenges for education. Rotterdam: SensePublishers.
Mattsson, M., Johansson, I. & Sandström, B. (Eds.). (2008). Examining Praxis: Assessment and Knowledge Construction in Teacher Education. Rotterdam: SensePublishers.
Mattsson, M., Eilertsen, T V. & Rorrison, D. (Eds.). (2011). A Practicum Turn in Teacher Education. Rotterdam: SensePublishers. (in progress)
Rorrison D. (2008) Jumping Through Spinning Hoops; Stories of the Middle Schools and Secondary Practicum. Cengage: Melbourne, Australia.
Rönnerman, K., Furu, E.M., & Salo, P. (Eds), Nurturing Praxis: Action Research in Partnerships Between School and University in a Nordic Light. Rotterdam: SensePublishers.
Schatzki (2001) Practice mind-ed orders In Schatzki, T.R., Knorr-Cetina, K. & Savigny, E.V. (Eds.) (2001). The practice turn in contemporary theory. London: Routledge.
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