Session Information
10 SES 14 A, A Practicum Turn in Teacher Education
Symposium
Contribution
A professional teacher today is required to demonstrate an increasing repertoire of personal as well as professional qualities, competences and experiences. These qualities cannot easily be developed just by university based teacher education or by the old type of apprenticeship. Other agents, structures and processes are involved in a development that results in a certain educational praxis. Professional qualities are formed in relation to actors and interactions on a social field (Bourdieu, 1999). Praxis and praxis development are key terms. In Enabling Praxis (2008) Kemmis and Smith understand praxis as morally informed actions for the good of humankind. Schatzki (2001) discusses The practice turn in contemporary theory. Professional actions are dependant on the discourses dominant on the field of practice. The way the practice architectures are constructed shapes practice in its cultural-discursive, social-political and material-economic dimensions, giving substance and form to what is and can be actually said and done, by, with and for whom. As a consequence, professional practice and practicum should be understood and researched in a collaborative action research approach. To improve practicum requires change of the participants as well as the practice architectures.
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